UBC Wiki - User contributions [en]

Sandbox

2026-05-15T22:32:04Z

JohnHsu:

{{DISPLAYTITLE:<span style="position: absolute; clip: rect(1px 1px 1px 1px); clip: rect(1px, 1px, 1px, 1px);">{{FULLPAGENAME}}</span>}}
__NOTOC__
{| style="width:100%; background:#325129; border:0px solid #ccc; position:relative;"
| style="color:#000;" |

{| style="white-space:nowrap; border:none; background:#325129"
| style="padding: 0.5em 2em 0.5em 2em; white-space:nowrap; color:#FFFFFF;" |
<div style="font-size:170%; line-height:100%; border:none; margin:0; padding:0em; color:#FFFFFF; font-weight:bold; line-height:1.3;">Welcome to the <br> Multilingual Forestry Dictionary</div>
<div style="padding-left:+0.5em; margin-top:+0.5em; font-size:140%; line-height:100%; border-left:2px solid #FFFFFF; line-height:1.3;"><i>a place to look for forestry terms in multiple languages <br> created by the Multilingual Forest Dictionary community</i>
</div>
<div style="padding-left:+0.5em; margin-top:+0.5em; font-size:140%; line-height:100%; border-left:2px solid #FFFFFF; line-height:1.3;"> Browse the dictionary by terms,topics and courses<br> and much more!</div>

| style="padding-right:2px; text-align:center;" |
[[Image:UBC_Forestry_Logo.png|400x400px|link=Documentation:MFD]][[File:UBC_Forestry_Diversity_Crew.png|alt=UBC Forestry Diversity Crew|thumb|125x125px]]
|}

{| cellpadding="0" cellspacing="5" style="width:100%; text-align:center;"
| valign="top" style="margin:0; background:#fcfcfc; border:1px solid #cccccc; padding:7px;"|<h2 style="margin:0; background:#325129; font-size:20pt; font-weight:bold; border:1px solid #cccccc; text-align:left; color:white; padding:0.5em;">Search for Terms</h2><div></br><inputbox>type=search
default=Documentation:MFD/Term/
namespaces=Documentation
placeholder=search the dictionary
</inputbox></div> || style="margin:0; background:#fcfcfc; border:1px solid #cccccc; padding:7px;" | <h2 style="margin:0; background:#325129; font-size:20pt; font-weight:bold; border:1px solid #cccccc; text-align:left; color:white; padding:0.5em;">Browse by</h2><br> <ul style="text-align:left;"><li>[[Documentation:MFD/Term|<big>Term</big>]]</li><li>[[Documentation:MFD/Topic|<big>Topic</big>]]</li><li>[[Documentation:MFD/Course|<big>Course</big>]]</li></ul><br>
|- valign="top"
| style="margin:0; background:#fcfcfc; border:1px solid #cccccc; padding:7px;" | <h2 style="margin:0; background:#325129; font-size:20pt; font-weight:bold; border:1px solid #cccccc; text-align:left; color:white; padding:0.5em;">Contribute</h2><br> <div class="plainlinks" style="margin-top:auto;"> </div>Do you want to contribute to the Multilingual Forestry Dictionary? [[Documentation:MFD/Admin/Add|Add terms!]]
| style="margin:0; background:#fcfcfc; border:1px solid #cccccc; padding:7px;" | <h2 style="margin:0; background:#325129; font-size:20pt; font-weight:bold; border:1px solid #cccccc; text-align:left; color:white; padding:0.5em;">Documentation</h2><br>This dictionary is under construction. Please visit the [[Documentation:MFD/Admin|documentation page]] for a more information. <br> <br>
|}
|}
{| cellpadding="2" cellspacing="5" style="width:100%; vertical-align:top; background:white; border:1px solid #cccccc"
|-
! <h2 style="margin:0; background:#325129; font-size:20pt; font-weight:bold; border:1px solid #cccccc; text-align:left; color:white; padding:0.5em;">New Terms</h2>
|-
|style="padding-left:+1em;"|
<dpl>
category=MFD Term
ordermethod=firstedit
order=descending
mode=inline
inlinetext=   •  
count=10
shownamespace=false
replaceintitle=$MFD/Term/$,
</dpl>   •  [[Documentation:MFD/Admin/Recently_Edited_Term|See more...]]
|}
{{PageCounter}}
[[Category:MFD]]

== '''Ivan Egirait-Situation analysis, problem tree, and stakeholder analysis''' ==
Malaysia, located in Southeast Asia (WorldData.info, 2026), comprises of approximately 18.88 million hectares of forest<ref>The country is comprised of 13 states and three Federal Territories. Eleven of these states and two Federal Territories are situated in Peninsular Malaysia, with the states of Sabah and Sarawak situated on the island of Borneo, separated by the South China Sea (WorldData.info, 2026).</ref>, with Sarawak contributing the largest share (FAO, 2025; Koh et al., 2023). It accounts for roughly 43% of Malaysia’s total remaining forest cover; however, only 11% are fully protected<ref>About 1.09 million hectares of primary forest persist nationwide, of which just 13.32% falls within protected areas (FAO, 2025; UNEP-WCMC & IUCN, n.d.).</ref>(Koh et al., 2023).

The palm oil sector is particularly dominant wherein palm oil surpassed crude petroleum as the Sarawak’s leading export in 2023, generating approximately USD 3.1 billion<ref>Palm oil and related products contribute nearly 9.9% of exports, around 6% of national GDP (ISIS Malaysia & UPM, 2024).</ref> (UKAS, 2025). Oil palm plantations cover approximately 5.65 million hectares of Malaysia’s land area, of which Sarawak hosts ~1.62 million hectares (ISIS Malaysia & UPM, 2024a). See figure 1 below for state level distribution.

=== '''Figure 1: State-Level Share of Oil Palm Plantation Area in Malaysia (2023)''' ===
[[File:State-Level_Share_of_Oil_Palm_Plantation_Area_in_Malaysia.png|thumb|Source: Ministry of Plantation and Commodities (2024)|center]]
Source: Ministry of Plantation and Commodities (2024)

Estimates suggest that nearly 90% of the Sarawak’s primary forest has been lost to deforestation over the past five decades (Merriman, 2025; Sasada, 2025). This has been driven primarily by conversion of forests to large-scale oil palm plantations (ISIS Malaysia & UPM, 2024a). Additional drivers include timber and rubber plantations, legal and illegal logging, mining activities, and major infrastructure projects (Koh et al., 2023).

Underlying these drivers include weak land-tenure frameworks, inadequate recognition of Native Customary Rights (NCR), corruption and vested political–economic interests tied to timber and plantation concessions<ref><sup>[4]</sup> Although Malaysia adopted a No New Deforestation pledge for oil palm in 2018, forest clearance within plantation areas in Sarawak has continued (Merriman, 2025).</ref>(Koh et al., 2023). Strong global demand for palm oil and pulp, coupled with government incentives such as subsidies and expansion targets, have further reinforced pressure on forested land (ISIS Malaysia & UPM, 2024a, 2024b).

The consequences of this primary forest deforestation have been multidimensional, encompassing biodiversity loss, increased greenhouse gas emissions, environmental degradation, social conflict, and long-term economic vulnerabilities (Human Rights Watch, 2025; Koh et al., 2023). See annex 2 for problem tree diagram.

In terms of stakeholders, at state level, the Ministry of Urban Development and Natural Resources (MUDeNR) provides policy oversight, with implementation undertaken by specialized agencies. The Forest Department Sarawak is responsible for forest management planning, while the Sarawak Forestry Corporation oversees conservation and protection functions<ref>The Sarawak Premier authorizes major land and plantation concessions, while the MUDeNR Permanent Secretary chairs certification-related committees. Environmental compliance and regulatory oversight on the other hand are administered by the Natural Resources and Environment Board (Forest Department Sarawak, 2026; Ho, 2025; Kiu, 2024).</ref>(Forest Department Sarawak, 2026; Ministry of Natural Resources and Urban Development, 2026; World Resources Institute, 2024).

Land governance, including the adjudication of NCR, falls under the jurisdiction of the Land and Survey Department with the federal Ministry of Plantation and Commodities influencing the sector through regulatory standards developed by the Malaysian Palm Oil Board<ref>Other federal institutions such as the Malaysian Palm Oil Council, Ministry of Investment, Trade and Industry and the Malaysian Timber Industry Board, influence the broader economic and regulatory environment through export policy, trade negotiations, and sustainability certification systems (ISIS Malaysia & UPM, 2024a, 2024b; Kumaran et al., 2021)</ref> (Malay Mail, 2024). Plantation companies and smallholder associations, primarily those represented by the Sarawak Oil Palm Plantation Owners Association (SOPPOA), exert considerable influence reinforced by market incentives, whereas Indigenous communities often possess limited political leverage despite their legally recognized NCR claims and forest dependence over the decades (Kiu, 2024; Ho, 2025). NGOs, and certification schemes such as the Malaysian Sustainable Palm Oil standard (MSPO), as well as sustainability commitments by global buyers continue to exert growing, though still uneven, influence in shaping forest governance outcomes (Human Rights Watch, 2025; ISIS Malaysia & UPM, 2024a; Koh et al., 2023).

== '''Theory of change, Logical framework and narrative''' ==
To address primary forest deforestation, the proposed theory of change (TOC) articulates an overarching impact statement which stipulates that IF Sarawak strengthens forest governance, secures Native Customary Rights tenure, and transitions priority palm oil supply chains toward deforestation-free production systems, THEN primary forest loss will decline by 70% by 2040, BECAUSE land-use decisions will shift from politically driven forest conversion toward transparent, community-inclusive, and climate-aligned management supported by sustainable palm oil markets. See Annex 3 for theory of change diagram.

This projection is considered achievable, as evidenced by Brazil’s integrated approach between 2004 and 2012, which combined robust forest monitoring, stringent policy enforcement, advocacy, market interventions, and international financing, achieving over 70% reduction in deforestation during that period (Andrade, 2026).

The TOC rests on several key assumptions that underlie the likelihood of success. First, it assumes that Sarawak’s Forest Department and Land & Survey Department will prioritize forest monitoring and compliance with the MSPO certification framework (Forest Department Sarawak, 2026; Malay Mail, 2024). This expectation is reinforced by mounting international pressure from the EU, NGOs, consumer brands, and local communities, under the EUDR, which aims to reduce deforestation linked to commodities entering the EU market, a major destination for Malaysian palm oil<ref>The EU ranks as the third-largest market for oil palm from Malaysia, after India and China. In 2023, palm oil exports accounted for 7.1% of the Malaysia’s overall palm oil exports (Proforest, 2025).</ref> (The Borneo Project, 2025a, 2025b).

Second, the TOC presumes that the Sarawak Land Code will continue progressing toward consistent legal recognition of NCR rights across Indigenous and local communities (Malay Mail, 2024). Despite some inconsistency in application, existing pathways for improved legal recognition are anticipated to reduce land tenure disputes among stakeholders (Awang Mahmood, 2026).

Third, it is expected that the SOPPOA will uphold its commitments to market-based incentives promoting compliance with sustainable practices (Kiu, 2024). Degraded Permanent Forest Estates for restoration are also anticipated to possess viable soil conditions and strong community buy-in, fostering greater engagement in sustainable forest management (Minggu, 2026)

Barriers are anticipated to challenge implementation. Weak enforcement capacity may constrain forest managers and frontline officers in regulating companies and addressing illegal activities (Koh et al., 2023). This could impede activities such as developing satellite-based deforestation monitoring systems, training agencies for data-sharing, and establishing multi-stakeholder land governance platforms (ISIS Malaysia & UPM, 2024a, 2024b).

Political and economic pressure on state policymakers and rural communities to prioritize plantation expansion over long-term forest protection may hinder activities like implementing community-based forest restoration projects, supporting agroforestry initiatives, strengthening protected area management, and promoting adoption of sustainable palm oil certification systems (Human Rights Watch, 2025; Koh et al., 2023).

Inconsistent recognition of Indigenous land tenure may undermine government accountability slowing activities such as participatory mapping of Indigenous territories, provision of legal assistance for NCR recognition, and the establishment of conflict-resolution mechanisms between communities and plantation companies (ISIS Malaysia & UPM, 2024a; 2024b)

Political influence exerted by vested interests in timber and oil palm plantation industries may weaken transparency and accountability in land-use decisions, thereby diminishing the effectiveness of capacity-building programs and traceability system implementation (Kiu, 2024; Koh et al., 2023).

A comprehensive package of activities is delivered. Developing satellite-based deforestation monitoring systems, training government agencies in data-sharing and forest surveillance and establishing multi-stakeholder land governance platforms are projected to produce the output of improved forest monitoring and governance systems, leading to the outcome of strengthened forest governance and enforcement capacity. The associated co-benefit from this process will be enhanced livelihoods and reduced conflict through more reliable and equitable forest management structures<ref>Cambodia has effectively implemented deforestation monitoring systems across four provinces bordering Thailand with positive outcomes from the pilot phase prompting incorporation of near–real-time monitoring into the national action plan for 2024–2027 (Yasmin et al., 2026).</ref>. In Indonesia, Indigenous communities have used satellite data to monitor and report illegal logging activities, while in Suriname, deforestation data has been instrumental in exposing threats to the Saamaka people’s land rights. In both cases this significantly reduced deforestation (Reytar et al., 2023).

The implementation of community-based forest restoration projects, support for agroforestry initiatives, and reinforced management of protected areas are expected to yield the output of forest restoration and conservation initiatives. This, in turn, will result in the outcome of climate-resilient and restored forest landscapes. Community-based forest management programs have been effective in Nepal, Bangladesh, Bhutan, and Sri Lanka, resulting in increased forest cover, biodiversity preservation, and reduced deforestation while providing local communities with income-generating opportunities that advance economic well-being<ref>Rwanda too, reduced deforestation by combining policy reform, landscape restoration, agroforestry, tree-planting campaigns, multi-stakeholder coordination, and strong monitoring, all supported by financing and public participation, moving from about 10.7% forest cover in 2010 to 30.4% in 2022 (Sarmiento et al., 2024).</ref>(Bhusal et al., 2024).

Participatory mapping of Indigenous territories, providing legal assistance for NCR recognition, and setting up conflict-resolution platforms, are projected to yield the output of strengthened recognition and mapping of NCR lands. The corresponding outcome will be secure recognition and protection of NCR to land, with the co-benefit of improved livelihoods and reduced conflict through reduced disputes and equitable access to forest resources. In Suriname’s Amazon rainforest, the Saamaka community in efforts to reduce deforestation, have been successful in utilizing spatial data and mapping tools from LandMark to document illegal deforestation and land degradation on their territories<ref>Similarly, in Indonesia’s Lebak District, the Kasepuhan Karang community have employed participatory mapping to delineate key land uses, serving as a critical instrument for formal recognition of their land rights (International Land Coalition, 2026).</ref> (World Resources Institute, 2026).

Training stakeholders in sustainable practices, supporting adoption of the MSPO certification, and developing traceability systems for deforestation-free palm oil supply chains is anticipated to generate the output of sustainable palm oil certification and landscape management, facilitating the outcome of deforestation-free palm oil production in supply chains. The co-benefit will be enhanced biodiversity conservation across agro-industrial landscapes. Progress in this regard has been evident in Indonesia through its mandatory national certification scheme, the Indonesian Sustainable Palm Oil standard, supported by forest-use restrictions, audits, and updated supply-chain traceability requirements (Sarmiento et al., 2024). Traceability was improved by requiring certified operators to identify the origin of fresh fruit bunches and disclosure of supplier and buyer linkages across the value chain<ref>Companies such as Musim Mas achieved full traceability to plantation for managed mills by 2020 with 93% traceability for third-party mills by 2021, enabling proactive monitoring across 9.2 million hectares of production areas in Indonesia (Fripp et al., 2023).</ref>(Sarmiento et al., 2024).

== '''Gender analysis''' ==
Disparities continue to shape women's roles in Sarawak's forest and palm oil sectors (aus der Beek, 2026). Adult literacy rates lag for women (72%) compared to men (96.8%) and national averages (Borneo Post, 2017; Statbase, 2026), potentially constraining NCR claims and MSPO certification access. Labour force participation within the forestry sector is similarly gendered, with men disproportionately represented in formal employment (15.3% compared to 7.9%) (Lim, 2019; Meng, 2009).

Division of labor reflects gendered norms wherein women handle intensive forest gathering amid mobility/time constraints, yet hold limited decision-making power (Bitzer et al., 2024). Women's ethnobotanical expertise too complemented men's, supporting restoration and livelihoods (Faridah Aini et al., 2017). Climate change further intensifies these inequalities, as deforestation disproportionately increases women’s household responsibilities, undermining their adaptive capacity, primarily in relation to food and water security (Dasgupta, 2024; Alam et al., 2025).

To address these gaps, the project proposes gender quotas ensuring at least 40% female participation in governance platforms, gender sensitive NCR mapping, and agroforestry initiatives. Complementary measures, including flexible training schedules and gender-disaggregated monitoring are anticipated to enhance equitable access to MSPO certification, leadership opportunities, and livelihood benefits across project phases (Guillaume, 2017; aus der Beek, 2026).

== '''Risk analysis''' ==
Risks are anticipated across activities. Political changes in land‑use policies present a high‑likelihood, high‑impact threat that could weaken reform commitments, disrupting implementation. Mitigation will include sustained stakeholder engagement, policy advocacy, transparency, and alignment with institutional frameworks (Sarmiento et al., 2024). If this risk occurs, adaptive programming and stronger partnerships with stakeholders will be employed to sustain momentum (Sanz & Perea Blazquez, 2025).

Climate shocks pose a moderate‑likelihood, high‑impact risk, for restoration and agroforestry efforts. Mitigation will emphasize climate‑resilient species selection and adaptive land management drawing on proven practices from India and Nepal (Dhyani et al., 2021). Mitigation will include recovery and livelihood support strategies to relieve pressure on forests.

Stakeholder conflict represents a moderate‑likelihood, moderate‑to‑high‑impact risk that could delay participatory mapping and NCR recognition. Mitigation will involve inclusive engagement, proactive conflict‑resolution mechanisms, and stakeholder mapping (Wiati et al., 2018; Sarmiento et al., 2024). If disputes arise, mediation platforms will be intensified to rebuild trust.

Market volatility in palm oil prices presents a moderate‑likelihood, moderate‑impact risk affecting primarily smallholders<ref>Smallholder farmers face high financial and structural constraints which could limit their capacity, hence risking their exclusion from vital supply chains (Jong, 2023).</ref> (Reich & Musshoff, 2025). Mitigation will include long‑term market incentives and certification benefits, while response efforts will focus on strengthening value chain partnerships and income diversification (Sarmiento et al., 2024).

== '''Appendices''' ==
'''Annex 1: Map Showing the location of Sarawak.'''

'''Source: Human Rights Watch, 2025'''

'''Annex 2: Problem Tree for Sarawak illustrating the core problem of primary forest deforestation due to oil palm conversion of forests in Sarawak, its causes and effects'''

[[File:Problem_Tree_for_Sarawak_illustrating_the_core_problem_of_primary_forest_deforestation_due_to_oil_palm_conversion_of_forests_in_Sarawak,_its_causes_and_effects.png|center|thumb]]
'''Biodiversity loss''' (orangutans, hornbills and many endemic species lose habitat)

'''Greenhouse gas emissions''' (From peatland drainage under oil palms)

'''Environmental impacts''' (soil erosion, sedimentation of rivers and altered water cycles)

'''Social impacts''' (displacement of Indigenous and rural communities, conflict over land, communities report losing access to hunting, fishing and traditional lands)

'''Economic vulnerabilities''' (overreliance on a boom‑bust commodity).

'''Conversion of natural primary forests to oil palm plantations'''.

'''Global market demand''' for palm oil (food, cosmetics, biofuel, animal feed)

'''National/state policies and incentives''' promoting plantation agriculture (e.g. land concessions, zoning of forest for agriculture, targets for palm output).

'''Land-tenure and governance gaps''' (vague title deeds, weak enforcement, overlapping laws in Sarawak)

'''Economic pressures''' (poverty reduction goals, desire for export revenue) that prioritize plantation development over conservation.

'''Source: Secondary data, 2026'''

'''Annex 3: Theory of Change Diagram'''
[[File:Theory_of_Change_Diagram.jpg|thumb|Ivan Egirait Updated Theory of Change Diagram|center]]
'''Source: Secondary data, 2026'''

== '''References''' ==

* Alam, M., Alam, M., & Gounder, K. A. (2025). ''Climate extremes and disproportionate burden on women in the Global South: A way forward''. In Gender‑transformative approaches for climate change adaptation (Chapter 5). Springer. <nowiki>https://doi.org/10.1007/978-3-031-90236-9_5</nowiki>
* Andrade, R. (2026). The reduction of deforestation in Brazil 2004–2012: What happens next? <nowiki>https://www.ricardoandrade.org/index.php/publications/reduction-deforestation</nowiki>
* aus der Beek, R. (2026, March 31). ''From consultation to leadership: Advancing gender equality and social inclusion in social forestry''. RECOFTC. <nowiki>https://www.recoftc.org/regional/stories/consultation-leadership-advancing-gender-equality-and-social-inclusion-social-forestry</nowiki>
* Awang Mahmood, A. Z. B. (2026, April 4). NCR basics. Land and Survey Department Sarawak. <nowiki>https://landsurvey.sarawak.gov.my/web/subpage/webpage_view/614</nowiki>
* Bhusal, A., Dhungel, N., Chhetri, P., Bhattarai, S., Giri, S., Pathak, T. R., & Khanal, A. (2024). Status of community-based forest management in selected South Asian countries: Benefits, challenges, and key lessons. Journal of Sustainability and Environmental Management, 3(4), 225–236. <nowiki>https://www.nepjol.info/index.php/josem</nowiki>
* Bitzer, V., Moździerz, M., Kuijpers, R., Schouten, G., & Juju, D. B. (2024). Gender and forest resources in low‑ and middle‑income countries: A systematic literature review. ''Forest Policy and Economics, 163'', 103226. <nowiki>https://doi.org/10.1016/j.forpol.2024.103226</nowiki>
* Borneo Post. (2017, May 16). ''Literacy rate in Sabah and Sarawak lower''. <nowiki>https://www.theborneopost.com/2017/05/16/literacy-rate-in-sabah-and-sarawak-lower/</nowiki>
* Dasgupta, A. (2024). ''Gendered vulnerabilities in climate shocks: The role of social protection interventions''. ''Environmental Research: Climate, 3''(4). <nowiki>https://doi.org/10.1088/2752-5295/ad8d03</nowiki>
* Dhyani, S., Murthy, I. K., Kadaverugu, R., Dasgupta, R., Kumar, M., & Gadpayle, K. A. (2021). Agroforestry to achieve global climate adaptation and mitigation targets: Are South Asian countries sufficiently prepared? Forests, 12(3), 303. <nowiki>https://doi.org/10.3390/f12030303</nowiki>
* Faridah Aini, M., Elias, M., Lamers, H., Shariah, U., Brooke, P., & Mohd Hafizul, H. (2017). Evaluating the usefulness and ease of use of participatory tools for forestry and livelihoods research in Sarawak, Malaysia. ''Forests, Trees and Livelihoods, 26''(1), 29–46. <nowiki>https://gender.cgiar.org/publications/evaluating-usefulness-and-ease-use-participatory-tools-forestry-and-livelihoods</nowiki>
* Food and Agriculture Organization of the United Nations. (2025). ''Global Forest Resources Assessment 2025: Malaysia'' (Global Forest Resources Assessment 2025). Food and Agriculture Organization of the United Nations. <nowiki>https://openknowledge.fao.org/server/api/core/bitstreams/98998dc9-b939-4239-8380-da5c7066b268/content</nowiki>
* Forest Department Sarawak. (2026, March 6). ''Sustainable forest management''. <nowiki>https://forestry.sarawak.gov.my/web/subpage/webpage_view/595</nowiki>
* Fripp, E., Gorman, J., Schneider, T., Smith, S., Paul, J., Neeff, T., Marietti, F., Vary, L., & Zosel-Harper, A. (2023). Traceability and transparency in supply chains for agricultural and forest commodities: A review of success factors and enabling conditions to improve resource use and reduce forest loss (Report). World Resources Institute. <nowiki>https://doi.org/10.46830/wrirpt.22.00156</nowiki>
* Guillaume, E. (2017). ''Operationalizing gender equity and inclusion in forest management decision‑making mechanisms''. Center for International Forestry Research (CIFOR). <nowiki>https://www.cifor-icraf.org/knowledge/publication/6644/</nowiki>
* Ho, S. (2025, August 26). ''Sarawak communities seek urgent government action against palm oil‑driven deforestation''. Eco‑Business. <nowiki>https://www.eco-business.com/news/sarawak-communities-seek-urgent-government-action-against-palm-oil-driven-deforestation/</nowiki>
* Human Rights Watch. (2025, May 4). ''Facing the bulldozers: Iban Indigenous resistance to the timber industry in Sarawak, Malaysia''. Human Rights Watch. <nowiki>https://www.hrw.org/report/2025/05/04/facing-the-bulldozers/iban-indigenous-resistance-to-the-timber-industry-in</nowiki>
* Institute of Strategic and International Studies Malaysia (ISIS Malaysia), & Universiti Putra Malaysia (UPM). (2024a). ''Reinforcing deforestation‑free palm oil supply chains: Options for Malaysia in the context of EU and global legislation''. European Forest Institute. <nowiki>https://efi.int/sites/default/files/files/flegtredd/KAMI/Resources/Deforestation_free_supply_chains_for_palm_oil_2.pdf</nowiki>
* Institute of Strategic and International Studies Malaysia (ISIS Malaysia), & Universiti Putra Malaysia (UPM). (2024b). ''Availability of EU deforestation regulation relevant information for the palm oil sector in Malaysia'' (Policy Brief No. 2). <nowiki>https://www.isis.org.my/wp-content/uploads/2024/11/Policy-brief-2-Malaysia-data-readiness-for-EUDR_layout2.pdf</nowiki>
* International Land Coalition. (2026). From maps to recognition: How participatory data supports the resolution of spatial conflicts in Indonesia. <nowiki>https://asia.landcoalition.org/en/newsroom/from-maps-to-recognition/</nowiki>
* Jong, H. N. (2023, September 1). ''Palm oil giants Indonesia, Malaysia start talks with EU over deforestation rule''. Mongabay. <nowiki>https://news.mongabay.com/2023/09/palm-oil-giants-indonesia-malaysia-start-talks-with-eu-over-deforestation-rule/</nowiki>
* Kiu Kwong Seng, E. (2024). ''Chairman’s message'' [Newsletter]. Sarawak Oil Palm Plantation Owners Association. <nowiki>http://soppoa.org.my/wp-content/uploads/2024/03/SOPPOA-E-Newsletter-Dec-Feb-24-v2-min.pdf</nowiki>
* Koh, J., Johari, S., Shuib, A., Siow, M. L., & Matthew, N. K. (2023). Malaysia’s Forest Pledges and The Bornean State of Sarawak: A Policy Perspective. Sustainability, 15(2), 1385. <nowiki>https://doi.org/10.3390/su15021385</nowiki>
* Kumaran, S., Chew, J. S., & Nambiappan, B. (2021). ''Moving forward with mandatory MSPO certification standards''. ''Oil Palm Industry Economic Journal, 21''(1), 1–12. <nowiki>https://doi.org/10.21894/opiej.2021.01</nowiki>
* Lim, B. F. Y. (2019). ''Women left behind? Closing the gender gap in Malaysia''. ''Japan Labor Issues, 3''(17). <nowiki>https://www.jil.go.jp/english/jli/documents/2019/017-03.pdf</nowiki>
* Malay Mail. (2024, January 15). ''In Sarawak, Dayak oil palm planters say willing to pay for NCR land surveys to speed up process''. <nowiki>https://www.malaymail.com/news/malaysia/2024/01/16/in-sarawak-dayak-oil-palm-planters-say-willing-to-pay-for-ncr-land-surveys-to-speed-up-process/112701</nowiki>
* Meng, L. (2009). ''The relevance and impact of gender issues on the outlook for forestry to 2020 in North Asia''. Food and Agriculture Organization of the United Nations, Regional Office for Asia and the Pacific. <nowiki>https://www.fao.org/4/am257e/am257e00.pdf</nowiki>
* Merriman, J. (2025, January 7). ''The promise of “no deforestation”: Sarawak’s forests tell a different story''. The Borneo Project. <nowiki>https://borneoproject.org/the-promise-of-no-deforestation-sarawaks-forests-tell-a-different-story/</nowiki>
* Ministry of Natural Resources and Urban Development. (2026, March 1). ''Our Minister’s and Permanent Secretary''. <nowiki>https://mudenr.sarawak.gov.my/web/subpage/webpage_view/111</nowiki>
* Minggu, K. (2026, March 31). Deputy Premier: Growing PFE hectarage proof of commitment to sustainable forest management. The Borneo Post. <nowiki>https://www.theborneopost.com/2026/03/31/deputy-premier-growing-pfe-hectarage-proof-of-commitment-to-sustainable-forest-management/</nowiki>
* Ministry of Plantation and Commodities. (2024). ''Agricommodity pocket stats 2023''. <nowiki>https://www.kpk.gov.my/kpk/images/mpi_statistik/Pocket_Stats/2023/poket-stats-2023full/index.html#page/1</nowiki>
* Proforest. (2025). ''Options to broaden smallholder inclusivity in legal and deforestation-free palm oil supply chains in Malaysia''. European Forest Institute. <nowiki>https://efi.int/sites/default/files/files/flegtredd/KAMI/Resources/smallholder_inclusivity_report.pdf</nowiki>
* Reich, C., & Musshoff, O. (2025). Oil palm smallholders and the road to certification: Insights from Indonesia. Journal of Environmental Management, 375, 124303. <nowiki>https://doi.org/10.1016/j.jenvman.2025.124303</nowiki>
* Reytar, K., Webb, J., & Veit, P. (2023, November 20). Indigenous peoples and local communities are using satellite data to fight deforestation. World Resources Institute. <nowiki>https://www.wri.org/insights/indigenous-peoples-local-communities-use-satellite-data-deforestation</nowiki>
* Sanz, M. J., & Perea Blazquez, A. K. (2025). Analysis of international climate change governance for the agriculture, forest and land use sector: Gaps and recommendations for future improvement. Earth System Governance, 25, 100278. <nowiki>https://doi.org/10.1016/j.esg.2025.100278</nowiki>
* Sarmiento, F., Larrea, C., Oeschger, A., & Jose, R. (2024, February 21). ''Measures to enhance forest conservation and reduce deforestation: Viewpoints and lessons from producing countries''. International Institute for Sustainable Development. <nowiki>https://www.iisd.org/ssi/publications/measures-enhance-forest-conservation-reduce-deforestation/</nowiki>
* Sasada, I. (2025, August 8). ''Maps offer hope of saving a rainforest in Malaysian Borneo’s Sarawak''. Al Jazeera. <nowiki>https://www.aljazeera.com/news/2025/8/8/maps-offer-hope-to-save-threatened-rainforest-in-malaysian-borneos-sarawak</nowiki>
* Statbase. (2026). ''Literacy rate, by gender | Malaysia | Male''. <nowiki>https://statbase.org/data/mys-literacy-rate-by-gender/</nowiki>
* The Borneo Project. (2025a, January 10). ''Deforestation alert: Ulu Belaga''. <nowiki>https://borneoproject.org/deforestation-alert-ulu-belaga/</nowiki>
* The Borneo Project. (2025b, October 30). ''Victory for Indigenous communities in Sarawak as Urun Plantations halts forest clearing''. <nowiki>https://borneoproject.org/victory-for-indigenous-communities-in-sarawak-as-urun-plantations-halts-forest-clearing/</nowiki>
* UKAS. (2025, September 19). ''Palm oil overtakes crude petroleum as Sarawak’s leading export''. Premier of Sarawak Department. <nowiki>https://premierdept.sarawak.gov.my/web/subpage/news_view/25115/UKAS</nowiki>
* UNEP-WCMC & IUCN. (n.d.). Malaysia country profile. ProtectedPlanet. <nowiki>https://www.protectedplanet.net/country/MYS</nowiki>
* Wiati, C. B., Indriyanti, S. Y., Maharani, R. N., & Subarudi. (2018). Conflict resolution efforts through stakeholder mapping in Labanan Research Forest, Berau, East Kalimantan, Indonesia. IOP Conference Series: Earth and Environmental Science, 144(1), 012063. <nowiki>https://doi.org/10.1088/1755-1315/144/1/012063</nowiki>
* World Resources Institute. (2026). LandMark: A global data platform of Indigenous and community lands to help communities protect their land rights and secure tenure. <nowiki>https://www.wri.org/initiatives/landmark</nowiki>
* World Resources Institute. (2024). ''Malaysia''. Forest Legality Risk Tool. <nowiki>https://forestpolicy.org/risk-tool/country/malaysia</nowiki>
* worlddata.info. (2026, January). ''Malaysia – Federal parliamentary monarchy, Southeast Asia, surface area, capital''. <nowiki>https://www.worlddata.info/asia/malaysia/index.php</nowiki>
* Yasmin, N., van Rijn, M., & Hojas Gascon, L. (2026). Réduction des émissions provenant du déboisement et de la dégradation des forêts REDD+. Food and Agriculture Organization of the United Nations. <nowiki>https://www.fao.org/redd/news/detail/fr/c/1667812/</nowiki>

== Footnote ==

Sandbox:DPLTEST

2024-10-02T22:35:13Z

JohnHsu: link test 2

=== [[/wiki.ubc.ca/Course|Course]] ===
Course-based content or activities should go into the [[/wiki.ubc.ca/Course|Course]] space. See [[/wiki.ubc.ca/Help:Using the UBC Wiki for Course Work|Using the UBC Wiki for Course Work]] for more information on how to add pages to this space.

[[Documentation:Open Case Studies/FRST522/2023/The Białowieża Forest of Poland and Belarus: an assessment of cross-boundary and multi-level governance of a UNESCO World Heritage Site]]

[[Documentation:Open Case Studies/FRST522/Progression of Community Forest Agreements in British Columbia through Social and Political Pathways: A sudy on the history of CFAs with context from a specific coastal case]]

Sandbox:DPLTEST

2024-10-02T22:33:44Z

JohnHsu: test link pasting

File:Ubcwiki logo 1x.png

2023-09-07T03:16:50Z

JohnHsu: Uploaded a work by Gabriel Lascu from UBC Wiki with UploadWizard

=={{int:filedesc}}==
{{Information
|description={{en|1=135 pixel wide UBC Wiki logo. Used by older Mediawiki themes. Note that such usage will be deprecated in the future.}}
|date=2023-09-06
|source=UBC Wiki
|author= Gabriel Lascu
|permission=
|other versions=
}}

=={{int:license-header}}==
{{cc-by-sa-4.0}}

File:Ubcwiki logo icon.png

2023-09-07T03:16:50Z

JohnHsu: Uploaded a work by Gabriel Lascu from UBC Wiki with UploadWizard

=={{int:filedesc}}==
{{Information
|description={{en|1=Square UBC Wiki logo 100x100 pixels, required by newer Mediawiki themes like the 2022 Vector theme.}}
|date=2023-09-06
|source=UBC Wiki
|author= Gabriel Lascu
|permission=
|other versions=
}}

=={{int:license-header}}==
{{cc-by-sa-4.0}}

Sandbox:Potluck

2014-10-21T23:04:08Z

JohnHsu: /* Who is joining? And what are you bringing! */

==Logistics==
* '''When:''' Wednesday, October 22, 12:15pm - 1:45pm
* '''Where:''' 2.22, IKBLC
* '''Considerations:'''
**Many people at CTLT eat almost anything but please be mindful that some people are vegetarian, have gluten allergies, or have seafood allergies.
**Let's aim for about '''75% savoury''' dishes and '''25% sweet'''.
**If you don't like to cook, you can bring store-bought food, cutlery, or napkins.
**Remember too to '''bring your own plate''' (promoting sustainability at UBC)!

==Who is joining? And what are you bringing!==
{| class="wikitable" style="text-align: center; background-color: #FFF3DB;"
|-
!Who?
!What are you bringing?
!Savoury
!Sweets
!Napkins/Cutlery
!Crock pot/rice cooker
|-
| Sophie Gardner
| Savoury scones
| X
|
|
|
|-
| Kerri Parker
| Black Bean Bite Size Brownies (they are delicious)
|
| X
|
|
|-
|Terri Kennedy
|Tomato, Basil & Bocconcini Skewers with Balsamic Reduction Sauce
|X
|
|
|
|-
|Dianne Mackay
|Thai Curry
|X
|
|
|
|-
| Alicia Harder
| Vegetarian chili
| X
|
|
|
|-
| Judy Chan
| Noodle Salad with Peanut Sauce
| X
|
|
|
|-
| Sunah Cho
| Korean Spicy Rice Cake (Tteokbokki)
| X
|
|
|
|-
| Nicole Ronan
| Eton Mess (raspberry, cream and meringues)
|
| X
|
|
|-
| Letitia Englund
| Chai-Spiced Oatmeal Raisin Bars
|
| X
|
|
|-
| Namsook Jahng &
Bosung Kim
| Korean Bulgogi (Beef with mushroom & vegetable) - cooking on the table
| X
|
|
|
|-
| Luisa Canuto
| Lemon or Fruit Pie
|
| X
|
|
|-
| Wendy Chan & Kaavya Lakshmanan
| Pumpkin Sugar Cookies (and a fun surprise!)
|
| X
|
|
|-
| Anna
| Spicy tofu with pork (Mapo Tofu)
| X
|
|
|
|-
| Hanae
| Beef fried rice
| X
|
|
|
|-
| Abdel Azim
| Humus (chick peas, garlic, sesame paste, lemon, cumin, white pepper, olive oil, salt) & Homemade buns (wheat flour, eggs, olive oil, yeast, honey, salt, aniseed)
| X
|
|
|
|-
| Gabriel Lascu
| Fresh Homemade Bread and ???
| X
|
|
|
|-
| Erin Yun
| Some kind of Korean dish too! :)
| X
|
|
|
|-
| Barry Magrill
| pumpkin pie
|
| X
|
|
|-
| Rie Namba
| coffee + Sesame cookies
|
| X
|
|
|-
| Novak Rogic
| TBD - Savoury
| X
|
|
|
|-
| Jonathan Aiello
| To Be Determined
|
|
|
|
|-
| Mischa Makortoff
| Kartorshnik (potato cake) or a surprise
| x
|
|
|
|-
| Michael Tang
| TBD
| x
|
|
|
|-
| John Hsu
| Fruits
|
| ⌨
|
|
|-
| Your Name
|
|
|
|
|
|-
| Your Name
|
|
|
|
|
|-
| Your Name
|
|
|
|
|
|-
| Your Name
|
|
|
|
|
|-
| Your Name
|
|
|
|
|
|-
| Your Name
|
|
|
|
|
|-
|}

Sandbox:Potluck

2014-10-21T21:35:13Z

JohnHsu: /* Who is joining? And what are you bringing! */

==Logistics==
* '''When:''' Wednesday, October 22, 12:15pm - 1:45pm
* '''Where:''' 2.22, IKBLC
* '''Considerations:'''
**Many people at CTLT eat almost anything but please be mindful that some people are vegetarian, have gluten allergies, or have seafood allergies.
**Let's aim for about '''75% savoury''' dishes and '''25% sweet'''.
**If you don't like to cook, you can bring store-bought food, cutlery, or napkins.
**Remember too to '''bring your own plate''' (promoting sustainability at UBC)!

==Who is joining? And what are you bringing!==
{| class="wikitable" style="text-align: center; background-color: #FFF3DB;"
|-
!Who?
!What are you bringing?
!Savoury
!Sweets
!Napkins/Cutlery
!Crock pot/rice cooker
|-
| Sophie Gardner
| Savoury scones
| X
|
|
|
|-
| Kerri Parker
| Black Bean Bite Size Brownies (they are delicious)
|
| X
|
|
|-
|Terri Kennedy
|Tomato, Basil & Bocconcini Skewers with Balsamic Reduction Sauce
|X
|
|
|
|-
|Dianne Mackay
|Thai Curry
|X
|
|
|
|-
| Alicia Harder
| Vegetarian chili
| X
|
|
|
|-
| Judy Chan
| Noodle Salad with Peanut Sauce
| X
|
|
|
|-
| Sunah Cho
| Korean Spicy Rice Cake (Tteokbokki)
| X
|
|
|
|-
| Nicole Ronan
| Eton Mess (raspberry, cream and meringues)
|
| X
|
|
|-
| Letitia Englund
| Chai-Spiced Oatmeal Raisin Bars
|
| X
|
|
|-
| Namsook Jahng &
Bosung Kim
| Korean Bulgogi (Beef with mushroom & vegetable) - cooking on the table
| X
|
|
|
|-
| Luisa Canuto
| Lemon or Fruit Pie
|
| X
|
|
|-
| Wendy Chan & Kaavya Lakshmanan
| Pumpkin Sugar Cookies (and a fun surprise!)
|
| X
|
|
|-
| Anna
| Spicy tofu with pork (Mapo Tofu)
| X
|
|
|
|-
| Hanae
| Beef fried rice
| X
|
|
|
|-
| Abdel Azim
| Humus (chick peas, garlic, sesame paste, lemon, cumin, white pepper, olive oil, salt) & Homemade buns (wheat flour, eggs, olive oil, yeast, honey, salt, aniseed)
| X
|
|
|
|-
| Gabriel Lascu
| Fresh Homemade Bread and ???
| X
|
|
|
|-
| Erin Yun
| Some kind of Korean dish too! :)
| X
|
|
|
|-
| Barry Magrill
| pumpkin pie
|
| X
|
|
|-
| Rie Namba
| coffee + Sesame cookies
|
| X
|
|
|-
| Novak Rogic
| TBD - Savoury
| X
|
|
|
|-
| Jonathan Aiello
| To Be Determined
|
|
|
|
|-
| Mischa Makortoff
| Kartorshnik (potato cake) or a surprise
| x
|
|
|
|-
| Michael Tang
| TBD
| x
|
|
|
|-
| John Hsu
| Juice
|
| ⌨
|
|
|-
| Your Name
|
|
|
|
|
|-
| Your Name
|
|
|
|
|
|-
| Your Name
|
|
|
|
|
|-
| Your Name
|
|
|
|
|
|-
| Your Name
|
|
|
|
|
|-
| Your Name
|
|
|
|
|
|-
|}

Sandbox:Adaptive Comparative Judgement

2014-03-05T20:31:44Z

JohnHsu: /* UBC ACJ Project */

= Background =
'''Adaptive Comparative Judgement''' (ACJ) is based on the [http://en.wikipedia.org/wiki/Law_of_comparative_judgment law of comparative judgement]. The law of comparative judgement was conceived by L. L. Thurstone in 1927 as a method for psychological measurements.<ref>A law of comparative judgment. Thurstone, L. L. Psychological Review, Vol 34(4), Jul 1927, 273-286</ref> It is a theoretical model that explains how to create a ranking between a collection of stimuli based on a series of pairwise comparisons. Although Thurstone called it a law, it is now more accurately viewed as a model or a method.

The law of comparative judgement was meant for psychological measurements and that's how it was first used. Thurstone's first studied how people ranked the severity of different types of crime.<ref>The method of paired comparisons for social values. Thurstone, L. L. Journal of Abnormal and Social Psychology, 21, 384-400. 1927</ref> This came to be called the Thurstone crime scale and has been duplicated over time to see how attitudes have changed. <ref>Changing Values Over The Last Half-Century: The Story Of Thurstone'S Crime Scales. David J. Krus, Jay L. Sherman, And Patricia H. Krus. Psychological Reports 1977 40:1 , 207-211</ref><ref>Thurstone's Crime Scale Re-Visited. Stone, Mark H. Popular Measurement, v3 n1 p53-54 Spr 2000</ref>

From the law of comparative judgement, Thurstone derived the Thurstone scale, the first formal technique for measuring social attitudes.<ref>Thurstone, L. L. (1928). Attitudes can be measured. American Journal of Sociology, 33, 529-54.</ref> While Thurstone did note that comparative judgement may be used to judge other subjective properties such as handwriting or essays, he didn't pursue the potential educational applications.

Thurstone's methods are well established in pyschophysics and psychometrics, the mathematics behind it has advanced over time though, so they might now be referred to as the [http://en.wikipedia.org/wiki/Pairwise_comparison#Probabilistic_models Bradley–Terry–Luce model] or the [http://en.wikipedia.org/wiki/Rasch_model Rasch model]. Both models different from comparative judgement in that they use a logistic function instead of a normal distribution. Comparative judgement is also used in unrelated fields such as sports rankings & predictions.<ref>Cattelan, Manuela , Varin, Cristiano and Firth, David. (2013) Dynamic Bradley–Terry modelling of sports tournaments. Journal of the Royal Statistical Society : Series C, Volulme 62 (Number 1). pp. 135-150. ISSN 0035-9254</ref><ref>http://www.collegehockeynews.com/info/?d=krach</ref>

Adaptive Comparative Judgement (ACJ) offers an alternative to marking, especially for performance assessments for which achievement can be difficult to describe in mark schemes and for those where inter-marker reliability is often a problem. ACJ achieves high levels of reliability, higher than any operational marking process.

ACJ was first proposed in a 2004 research paper by Alastair Pollitt specifically for educational assessment. <ref>Pollitt, A (2004) Let’s stop marking exams. Annual Conference of the International Association for Educational Assessment, Philadelphia, June. http://www.lifeinbits.org/camexam/htdocs//papers/2004LSMEAP.pdf</ref> ACJ differs from traditional comparative judgement in the introduction of multiple rounds. In the first round, pairs are drawn randomly. In the succeeding rounds, pairs are matched by score similarity.

Since then, several studies has tried out ACJ for educational purposes, some listed here (chosen for variety):

* Grading elementary school papers: <ref name="methodofacj"></ref>
* Grading first year calculus: http://homepages.lboro.ac.uk/~maij/MUMAP2012.pdf
* Grading geography papers (UK A-level, something like high school graduation exams): https://cerp.aqa.org.uk/research-library/using-adaptive-comparative-judgement-obtain-highly-reliable-rank-order-summative-assessment
* Grading high school student online portfolios: http://link.springer.com/chapter/10.1007%2F978-94-6091-493-5_7
* Grading in a technology & design program: http://link.springer.com/article/10.1007%2Fs10798-011-9194-0
* e-scape: a pilot project and software suite for writing, delivering, recording, and assessing assessments. http://www.gold.ac.uk/media/e-scape_phase3_report.pdf

= UBC ACJ Project =
We used an updated 2012 paper which details the ACJ method and history for the development of the ACJ app. <ref name="methodofacj">Pollitt, A. (2012). The method of Adaptive Comparative Judgement. Assessment in Education: Principles, Policy & Practice</ref>

'''Terms used in Pollitt's paper''':
* script – describes the materials that are being compared (e.g. answers in our case)
* score – estimated true value of a script

'''Terms used in our system''':
* wins – every time a user judges a pair, the winning script's 'wins' gets incremented by one
* count – every time a user judges a pair, both scripts get their 'count' incremented by one
* script priority – lower the count, higher the priority
* fresh pair – a pair that meets following two conditions:
# same pair cannot be judged twice by the same user
# a user cannot judge his/her own answer

== Scoring Logic ==
Two sets of equations given by Pollitt are used in ACJ app.
* First set describes the relationship between true values of two given scripts (that are being compared) and the probability of one script being better than the other.
* Second set describes the relationship between true values of two given scripts and the scores of the two scripts.

Given these two equations, one can evaluate score of a script given its probability of being better than other scripts.
Every time a judgement is made, scores of the scripts in the same question are updated. Using the 'wins' of the scripts, the probability, which is used to evaluate the score, is being evaluated. Score depends not only on the 'wins' but also on the number of the scripts and 'wins' of each of the scripts. This means that two scripts in different questions may have the same number of 'wins' but their scores may be completely different.

== Basic Operation of the Compare Feature ==
Pair generation requires a question. It can be either given by user or randomly generated (random generation will be addressed later). Given a question, answers of the question are ordered by 'count.' Top 10 high-priority answers are selected and shuffled. From that randomized pool, every possible pair (45 possible pairs given 10 answers) is checked for “freshness.” The first fresh pair gets returned and displayed on the Judgement Page for the user to judge. If there is no fresh pair, error message will be shown on screen, indicating that the user has judged all the answers.
There is an issue in limiting the pool size to 10; a fresh pair may exist outside the pool. This can be easily fixed by removing the limit, but it causes another problem when there are many answers. It is a design choice made in the team and is subject to change. When it does, the change can be applied easily.
When a user clicks "Random Judge", all answers (not limited by question) are listed, ordered by count. Top 10 priority answers are shuffled. Each script is used to reference its question and from each question two highest-priority answers are chosen to produce “average” count (the reason only two answers are used to represent the average count is the same as why we limited the pool size to 10: having many answers will slow down the process significantly). Question with the lowest “average” is returned and from that question, a fresh pair is generated.

=References=
<references />

Sandbox:LT Holliday Party

2013-11-29T00:57:04Z

JohnHsu: /* Will you drive? What you would like to do? When you can make it? Where you like to eat/drink? */

==Logistics==
* '''<big>Where: Active part + Relaxing part (a,b,c)</big>'''
<br />
:'''OPTION 1:''' [http://en.wikipedia.org/wiki/Bowling Bowling] at [http://www.riverport.ca/index.php?option=com_content&view=article&id=55&Itemid=56 Zone Bowling] (South Richmond) +
: a) [http://www.oldspaghettifactory.com/ The Old Spaghetti Factory]
: b) [http://www.zbowl.com/Richmond_BR/BrewStory.html Big River Brew Pub] (all you can eat buffet for $14.95)
: c) [http://stanleysgrill.ca Stanley's Sports Bar & Grill]<br /><br />
:'''OPTION 2:''' [http://en.wikipedia.org/wiki/Bocce BOCCE] at [https://secure.i-toolkit.com/www_italianculturalcentre_ca/itoolkit.asp?pg=BOCCE_COURTS Italian Cultural Centre] (Vancouver Grandview/Slocan) +
: a) [http://www.lapiazzadario.com/en/ La Piazza Dario]<br /><br />
:'''OPTION 3:''' [http://en.wikipedia.org/wiki/Curling Curling] at [http://www.hillcrestcentre.ca/contact Hillcrest Centre] (Vancouver East @ E 33 Ave) +
: a) [http://www.vancouverdine.com/seasons-park Seasons Restorante (Queen Elizabeth)]
: b) Tokyo John (Cambie)<br /><br />
:'''OPTION 4:''' [http://harlequinhypnosisshow.com Harlequin Hypnosis Show] (Only December 17, @ 7:30pm - 9pm / Granville Island) + Dinner - Before the show @ following places:
: a) [http://www.vancouverdine.com/sandbar/menus/dinner The Sandbar Seafood Restaurant]
: b) [http://www.kegsteakhouse.com/en/locations/BC/downtown-vancouver/granville-island-keg/ The KEG]
: c) [http://www.bridgesrestaurant.com/food/upper-dining-room/ Bridges Restaurant]
: d) any other restaurant on Granville Island.<br /><br />
* '''When:'''
:'''DAY 1:''' Friday, December 6, 4:30pm - 7:30pm
:'''DAY 2:''' Friday, December 13, 4:30pm - 7:30pm
:'''DAY 3:''' Tuesday, December 17, 5:30pm - 9:00pm<br /><br />
* '''Considerations:'''
:- Location. There are people who do not drive.
:- Activity (Curling is a bit dangerous).
:- Price (budget).
<br />

==Will you drive? What you would like to do? When you can make it? Where you like to eat/drink?==
{| class="wikitable" style="text-align: center; background-color: #FAF3DB;"
|-
! Name
! Will you drive
(yes/no)?
! Available
Seats
! You accompanied by spouse/partner/friend
put number here
! Your preference for <br />
Date/time (type Day #)
! Your preference for <br />
Active part (type Option #)
! Your preference for <br />
Relaxing part (type A-Z)
! Your
budget
|-
| Vitaly
| Yes
| 3
| 1
| DAY 3
| OPTION 4
| (Any)
| ~< $45
|-
| Abdel Azim
| No
| 0
| 1
| DAY 3
| OPTION 4
|
|
|-
| Saber
| Yes
| 2
| 1
| Day 3
| OPTION 4
| 1
| (budget)
|-
| Edwin
| (driving)
| (seats)
| (significant others)
| Day 3
| Option 3
| Option b
| <$40
|-
| Gabriel
| (driving)
| (seats)
| (significant others)
| Day 3
| Option 3
| (dining)
| (budget)
|-
| John
| No
| -1
| 0
| *
| *
| *
| <food
|-
| Your Name
| (driving)
| (seats)
| (significant others)
| (day)
| (option)
| (dining)
| (budget)
|-
| Your Name
| (driving)
| (seats)
| (significant others)
| (day)
| (option)
| (dining)
| (budget)
|-
| Your Name
| (driving)
| (seats)
| (significant others)
| (day)
| (option)
| (dining)
| (budget)
|-
| Your Name
| (driving)
| (seats)
| (significant others)
| (day)
| (option)
| (dining)
| (budget)
|-
| Your Name
| (driving)
| (seats)
| (significant others)
| (day)
| (option)
| (dining)
| (budget)
|-
| Your Name
| (driving)
| (seats)
| (significant others)
| (day)
| (option)
| (dining)
| (budget)
|-
| Your Name
| (driving)
| (seats)
| (significant others)
| (day)
| (option)
| (dining)
| (budget)
|-
| Your Name
| (driving)
| (seats)
| (significant others)
| (day)
| (option)
| (dining)
| (budget)
|-
| Your Name
| (driving)
| (seats)
| (significant others)
| (day)
| (option)
| (dining)
| (budget)
|-
| Your Name
| (driving)
| (seats)
| (significant others)
| (day)
| (option)
| (dining)
| (budget)
|-
| Your Name
| (driving)
| (seats)
| (significant others)
| (day)
| (option)
| (dining)
| (budget)
|-
| Your Name
| (driving)
| (seats)
| (significant others)
| (day)
| (option)
| (dining)
| (budget)
|-
|}

Sandbox:LT Holliday Party

2013-11-29T00:55:29Z

JohnHsu: /* Will you drive? What you would like to do? When you can make it? Where you like to eat/drink? */

==Logistics==
* '''<big>Where: Active part + Relaxing part (a,b,c)</big>'''
<br />
:'''OPTION 1:''' [http://en.wikipedia.org/wiki/Bowling Bowling] at [http://www.riverport.ca/index.php?option=com_content&view=article&id=55&Itemid=56 Zone Bowling] (South Richmond) +
: a) [http://www.oldspaghettifactory.com/ The Old Spaghetti Factory]
: b) [http://www.zbowl.com/Richmond_BR/BrewStory.html Big River Brew Pub] (all you can eat buffet for $14.95)
: c) [http://stanleysgrill.ca Stanley's Sports Bar & Grill]<br /><br />
:'''OPTION 2:''' [http://en.wikipedia.org/wiki/Bocce BOCCE] at [https://secure.i-toolkit.com/www_italianculturalcentre_ca/itoolkit.asp?pg=BOCCE_COURTS Italian Cultural Centre] (Vancouver Grandview/Slocan) +
: a) [http://www.lapiazzadario.com/en/ La Piazza Dario]<br /><br />
:'''OPTION 3:''' [http://en.wikipedia.org/wiki/Curling Curling] at [http://www.hillcrestcentre.ca/contact Hillcrest Centre] (Vancouver East @ E 33 Ave) +
: a) [http://www.vancouverdine.com/seasons-park Seasons Restorante (Queen Elizabeth)]
: b) Tokyo John (Cambie)<br /><br />
:'''OPTION 4:''' [http://harlequinhypnosisshow.com Harlequin Hypnosis Show] (Only December 17, @ 7:30pm - 9pm / Granville Island) + Dinner - Before the show @ following places:
: a) [http://www.vancouverdine.com/sandbar/menus/dinner The Sandbar Seafood Restaurant]
: b) [http://www.kegsteakhouse.com/en/locations/BC/downtown-vancouver/granville-island-keg/ The KEG]
: c) [http://www.bridgesrestaurant.com/food/upper-dining-room/ Bridges Restaurant]
: d) any other restaurant on Granville Island.<br /><br />
* '''When:'''
:'''DAY 1:''' Friday, December 6, 4:30pm - 7:30pm
:'''DAY 2:''' Friday, December 13, 4:30pm - 7:30pm
:'''DAY 3:''' Tuesday, December 17, 5:30pm - 9:00pm<br /><br />
* '''Considerations:'''
:- Location. There are people who do not drive.
:- Activity (Curling is a bit dangerous).
:- Price (budget).
<br />

==Will you drive? What you would like to do? When you can make it? Where you like to eat/drink?==
{| class="wikitable" style="text-align: center; background-color: #FAF3DB;"
|-
! Name
! Will you drive
(yes/no)?
! Available
Seats
! You accompanied by spouse/partner/friend
put number here
! Your preference for <br />
Date/time (type Day #)
! Your preference for <br />
Active part (type Option #)
! Your preference for <br />
Relaxing part (type A-Z)
! Your
budget
|-
| Vitaly
| Yes
| 3
| 1
| DAY 3
| OPTION 4
| (Any)
| ~< $45
|-
| Abdel Azim
| No
| 0
| 1
| DAY 3
| OPTION 4
|
|
|-
| Saber
| Yes
| 2
| 1
| Day 3
| OPTION 4
| 1
| (budget)
|-
| Edwin
| (driving)
| (seats)
| (significant others)
| Day 3
| Option 3
| Option b
| <$40
|-
| Gabriel
| (driving)
| (seats)
| (significant others)
| Day 3
| Option 3
| (dining)
| (budget)
|-
| Your Name
| John
| -1
| 0
| *
| *
| *
| -100
|-
| Your Name
| (driving)
| (seats)
| (significant others)
| (day)
| (option)
| (dining)
| (budget)
|-
| Your Name
| (driving)
| (seats)
| (significant others)
| (day)
| (option)
| (dining)
| (budget)
|-
| Your Name
| (driving)
| (seats)
| (significant others)
| (day)
| (option)
| (dining)
| (budget)
|-
| Your Name
| (driving)
| (seats)
| (significant others)
| (day)
| (option)
| (dining)
| (budget)
|-
| Your Name
| (driving)
| (seats)
| (significant others)
| (day)
| (option)
| (dining)
| (budget)
|-
| Your Name
| (driving)
| (seats)
| (significant others)
| (day)
| (option)
| (dining)
| (budget)
|-
| Your Name
| (driving)
| (seats)
| (significant others)
| (day)
| (option)
| (dining)
| (budget)
|-
| Your Name
| (driving)
| (seats)
| (significant others)
| (day)
| (option)
| (dining)
| (budget)
|-
| Your Name
| (driving)
| (seats)
| (significant others)
| (day)
| (option)
| (dining)
| (budget)
|-
| Your Name
| (driving)
| (seats)
| (significant others)
| (day)
| (option)
| (dining)
| (budget)
|-
| Your Name
| (driving)
| (seats)
| (significant others)
| (day)
| (option)
| (dining)
| (budget)
|-
| Your Name
| (driving)
| (seats)
| (significant others)
| (day)
| (option)
| (dining)
| (budget)
|-
|}

Sandbox:Potluck

2013-10-15T23:15:27Z

JohnHsu: /* Who is joining? And what are you bringing! */

==Logistics==
* '''When:''' Monday, November 4, 11:30am -1:30pm
* '''Where:''' 2.22 and Fraser River Room, IKBLC
* '''Considerations:'''
:-Many people at CTLT eat almost anything but please be mindful that a few people are vegetarian, have gluten allergies, or have seafood allergies...while some others are serious Foodies.
:-Let's aim for about 75% Savoury dishes and 25% Sweet.
:-If you don't like to cook, you can bring store-bought food, plates, cutlery and napkins or drinks.

==Who is joining? And what are you bringing!==
{| class="wikitable" style="text-align: center; background-color: #FFF3DB;"
|-
!Who?
!What are you bringing?
!Savoury
!Sweets
!Drinks
!Extra Plates/Napkins/Cutlery
|-
| Anna
| Ma po tofu (with pork)
| X
|
|
|
|-
| Audrey
| Chicken Fried Rice
| X
|
|
|
|-
| Alison
| TBD
|
| X
|
|
|-
| Mischa
| Russian potato dish
| X
|
|
|
|-
| GABRIEL
| Home-made heavy bread (whole grain /wheat) & ?
|
|
|
|
|-
| Judy
|
#Thai Curry (veggies with or without chicken) with fish sauce <br>
#Leftover Halloween candies :)
| X
|
|
|
|-
| Catherine
| veggie stew
| X
|
|
|
|-
| John
| Juice
|
|
| <span style="font-size: large; color: darkorange;">⚑</span>
|
|-
| Your Name
|
|
|
|
|
|-
| Your Name
|
|
|
|
|
|-
| Your Name
|
|
|
|
|
|-
| Your Name
|
|
|
|
|
|-
| Your Name
|
|
|
|
|
|-
| Your Name
|
|
|
|
|
|-
| Your Name
|
|
|
|
|
|-
| Your Name
|
|
|
|
|
|-
| Your Name
|
|
|
|
|
|-
| Your Name
|
|
|
|
|
|-
| Your Name
|
|
|
|
|
|-
| Your Name
|
|
|
|
|
|-
| Copy and paste above to add more rows
|
|
|
|
|
|}

Sandbox:Adaptive Comparative Judgement

2013-09-30T22:53:52Z

JohnHsu:

'''Adaptive Comparative Judgement''' (ACJ) is based on the [http://en.wikipedia.org/wiki/Law_of_comparative_judgment law of comparative judgement]. The law of comparative judgement was conceived by L. L. Thurstone in 1927 as a method for psychological measurements.<ref>A law of comparative judgment. Thurstone, L. L. Psychological Review, Vol 34(4), Jul 1927, 273-286</ref> It is a theoretical model that explains how to create a ranking between a collection of stimuli based on a series of pairwise comparisons. Although Thurstone called it a law, it is now more accurately viewed as a model or a method.

The law of comparative judgement was meant for psychological measurements and that's how it was first used. Thurstone's first studied how people ranked the severity of different types of crime.<ref>The method of paired comparisons for social values. Thurstone, L. L. Journal of Abnormal and Social Psychology, 21, 384-400. 1927</ref> This came to be called the Thurstone crime scale and has been duplicated over time to see how attitudes have changed. <ref>Changing Values Over The Last Half-Century: The Story Of Thurstone'S Crime Scales. David J. Krus, Jay L. Sherman, And Patricia H. Krus. Psychological Reports 1977 40:1 , 207-211</ref><ref>Thurstone's Crime Scale Re-Visited. Stone, Mark H. Popular Measurement, v3 n1 p53-54 Spr 2000</ref>

From the law of comparative judgement, Thurstone derived the Thurstone scale, the first formal technique for measuring social attitudes.<ref>Thurstone, L. L. (1928). Attitudes can be measured. American Journal of Sociology, 33, 529-54.</ref> While Thurstone did note that comparative judgement may be used to judge other subjective properties such as handwriting or essays, he didn't pursue the potential educational applications.

Thurstone's methods are well established in pyschophysics and psychometrics, the mathematics behind it has advanced over time though, so they might now be referred to as the [http://en.wikipedia.org/wiki/Pairwise_comparison#Probabilistic_models Bradley–Terry–Luce model] or the [http://en.wikipedia.org/wiki/Rasch_model Rasch model]. Both models different from comparative judgement in that they use a logistic function instead of a normal distribution. Comparative judgement is also used in unrelated fields such as sports rankings & predictions.<ref>Cattelan, Manuela , Varin, Cristiano and Firth, David. (2013) Dynamic Bradley–Terry modelling of sports tournaments. Journal of the Royal Statistical Society : Series C, Volulme 62 (Number 1). pp. 135-150. ISSN 0035-9254</ref><ref>http://www.collegehockeynews.com/info/?d=krach</ref>

ACJ was first proposed in a 2004 research paper by Alastair Pollitt specifically for educational assessment. <ref>Pollitt, A (2004) Let’s stop marking exams. Annual Conference of the International Association for Educational Assessment, Philadelphia, June. http://www.lifeinbits.org/camexam/htdocs//papers/2004LSMEAP.pdf</ref> We used an updated 2012 paper which details the ACJ method and history for the development of the ACJ app. <ref name="methodofacj">Pollitt, A. (2012). The method of Adaptive Comparative Judgement. Assessment in Education: Principles, Policy & Practice</ref> ACJ differs from traditional comparative judgement in the introduction of multiple rounds. In the first round, pairs are drawn randomly. In the succeeding rounds, pairs are matched by score similarity.

Since then, several studies has tried out ACJ for educational purposes, some listed here (chosen for variety):

* Grading elementary school papers: <ref name="methodofacj"></ref>
* Grading first year calculus: http://homepages.lboro.ac.uk/~maij/MUMAP2012.pdf
* Grading geography papers (UK A-level, something like high school graduation exams): https://cerp.aqa.org.uk/research-library/using-adaptive-comparative-judgement-obtain-highly-reliable-rank-order-summative-assessment
* Grading high school student online portfolios: http://link.springer.com/chapter/10.1007%2F978-94-6091-493-5_7
* Grading in a technology & design program: http://link.springer.com/article/10.1007%2Fs10798-011-9194-0
* e-scape: a pilot project and software suite for writing, delivering, recording, and assessing assessments. http://www.gold.ac.uk/media/e-scape_phase3_report.pdf

==References==
<references />

Sandbox:Adaptive Comparative Judgement

2013-09-30T22:46:39Z

JohnHsu:

'''Adaptive Comparative Judgement''' (ACJ) is based on the [http://en.wikipedia.org/wiki/Law_of_comparative_judgment law of comparative judgement]. The law of comparative judgement was conceived by L. L. Thurstone in 1927 as a method for psychological measurements.<ref>A law of comparative judgment. Thurstone, L. L. Psychological Review, Vol 34(4), Jul 1927, 273-286</ref> It is a theoretical model that explains how to create a ranking between a collection of stimuli based on a series of pairwise comparisons. Although Thurstone called it a law, it is now more accurately viewed as a model or a method.

The law of comparative judgement was meant for psychological measurements and that's how it was first used. Thurstone's first studied how people ranked the severity of different types of crime.<ref>The method of paired comparisons for social values. Thurstone, L. L. Journal of Abnormal and Social Psychology, 21, 384-400. 1927</ref> This came to be called the Thurstone crime scale and has been duplicated over time to see how attitudes have changed. <ref>Changing Values Over The Last Half-Century: The Story Of Thurstone'S Crime Scales. David J. Krus, Jay L. Sherman, And Patricia H. Krus. Psychological Reports 1977 40:1 , 207-211</ref><ref>Thurstone's Crime Scale Re-Visited. Stone, Mark H. Popular Measurement, v3 n1 p53-54 Spr 2000</ref>

From the law of comparative judgement, Thurstone derived the Thurstone scale, the first formal technique for measuring social attitudes.<ref>Thurstone, L. L. (1928). Attitudes can be measured. American Journal of Sociology, 33, 529-54.</ref> While Thurstone did note that comparative judgement may be used to judge other subjective properties such as handwriting or essays, he didn't pursue the potential educational applications.

Thurstone's methods are well established in pyschophysics and psychometrics, the mathematics behind it has advanced over time though, so they might now be referred to as the [http://en.wikipedia.org/wiki/Pairwise_comparison#Probabilistic_models Bradley–Terry–Luce model] or the [http://en.wikipedia.org/wiki/Rasch_model Rasch model]. Both models different from comparative judgement in that they use a logistic function instead of a normal distribution. Comparative judgement is also used in unrelated fields such as sports rankings & predictions.<ref>Cattelan, Manuela , Varin, Cristiano and Firth, David. (2013) Dynamic Bradley–Terry modelling of sports tournaments. Journal of the Royal Statistical Society : Series C, Volulme 62 (Number 1). pp. 135-150. ISSN 0035-9254</ref><ref>http://www.collegehockeynews.com/info/?d=krach</ref>

ACJ was first proposed in a 2004 research paper by Alastair Pollitt specifically for educational assessment. <ref>Pollitt, A (2004) Let’s stop marking exams. Annual Conference of the International Association for Educational Assessment, Philadelphia, June. http://www.lifeinbits.org/camexam/htdocs//papers/2004LSMEAP.pdf</ref> We used an updated 2012 paper which details the ACJ method and history for the development of the ACJ app. <ref name="methodofacj">Pollitt, A. (2012). The method of Adaptive Comparative Judgement. Assessment in Education: Principles, Policy & Practice</ref> ACJ differs from traditional comparative judgement in the introduction of multiple rounds. In the first round, pairs are drawn randomly. In the succeeding rounds, pairs are matched by score similarity.

Since then, several studies has tried out ACJ for educational purposes, some listed here (chosen for variety):

* Grading elementary school papers: <ref name="methodofacj"></ref>
* Grading first year calculus: http://homepages.lboro.ac.uk/~maij/MUMAP2012.pdf
* Grading geography papers (UK A-level, something like high school graduation exams): https://cerp.aqa.org.uk/research-library/using-adaptive-comparative-judgement-obtain-highly-reliable-rank-order-summative-assessment
* Grading high school student online portfolios: http://link.springer.com/chapter/10.1007%2F978-94-6091-493-5_7
* e-scape: a pilot project and software suite for writing, delivering, recording, and assessing assessments. http://www.gold.ac.uk/media/e-scape_phase3_report.pdf

==References==
<references />

Sandbox:Adaptive Comparative Judgement

2013-09-30T22:45:56Z

JohnHsu:

'''Adaptive Comparative Judgement''' (ACJ) is based on the [http://en.wikipedia.org/wiki/Law_of_comparative_judgment law of comparative judgement]. The law of comparative judgement was conceived by L. L. Thurstone in 1927 as a method for psychological measurements.<ref>A law of comparative judgment. Thurstone, L. L. Psychological Review, Vol 34(4), Jul 1927, 273-286</ref> It is a theoretical model that explains how to create a ranking between a collection of stimuli based on a series of pairwise comparisons. (a law of comparative judgement) Although Thurstone called it a law, it is now more accurately viewed as a model or a method.

The law of comparative judgement was meant for psychological measurements and that's how it was first used. Thurstone's first studied how people ranked the severity of different types of crime.<ref>The method of paired comparisons for social values. Thurstone, L. L. Journal of Abnormal and Social Psychology, 21, 384-400. 1927</ref> This came to be called the Thurstone crime scale and has been duplicated over time to see how attitudes have changed. <ref>Changing Values Over The Last Half-Century: The Story Of Thurstone'S Crime Scales. David J. Krus, Jay L. Sherman, And Patricia H. Krus. Psychological Reports 1977 40:1 , 207-211</ref><ref>Thurstone's Crime Scale Re-Visited. Stone, Mark H. Popular Measurement, v3 n1 p53-54 Spr 2000</ref>

From the law of comparative judgement, Thurstone derived the Thurstone scale, the first formal technique for measuring social attitudes.<ref>Thurstone, L. L. (1928). Attitudes can be measured. American Journal of Sociology, 33, 529-54.</ref> While Thurstone did note that comparative judgement may be used to judge other subjective properties such as handwriting or essays, he didn't pursue the potential educational applications.

Thurstone's methods are well established in pyschophysics and psychometrics, the mathematics behind it has advanced over time though, so they might now be referred to as the [http://en.wikipedia.org/wiki/Pairwise_comparison#Probabilistic_models Bradley–Terry–Luce model] or the [http://en.wikipedia.org/wiki/Rasch_model Rasch model]. Both models different from comparative judgement in that they use a logistic function instead of a normal distribution. Comparative judgement is also used in unrelated fields such as sports rankings & predictions.<ref>Cattelan, Manuela , Varin, Cristiano and Firth, David. (2013) Dynamic Bradley–Terry modelling of sports tournaments. Journal of the Royal Statistical Society : Series C, Volulme 62 (Number 1). pp. 135-150. ISSN 0035-9254</ref><ref>http://www.collegehockeynews.com/info/?d=krach</ref>

ACJ was first proposed in a 2004 research paper by Alastair Pollitt specifically for educational assessment. <ref>Pollitt, A (2004) Let’s stop marking exams. Annual Conference of the International Association for Educational Assessment, Philadelphia, June. http://www.lifeinbits.org/camexam/htdocs//papers/2004LSMEAP.pdf</ref> We used an updated 2012 paper which details the ACJ method and history for the development of the ACJ app. <ref name="methodofacj">Pollitt, A. (2012). The method of Adaptive Comparative Judgement. Assessment in Education: Principles, Policy & Practice</ref> ACJ differs from traditional comparative judgement in the introduction of multiple rounds. In the first round, pairs are drawn randomly. In the succeeding rounds, pairs are matched by score similarity.

Since then, several studies has tried out ACJ for educational purposes, some listed here (chosen for variety):

* Grading elementary school papers: <ref name="methodofacj"></ref>
* Grading first year calculus: http://homepages.lboro.ac.uk/~maij/MUMAP2012.pdf
* Grading geography papers (UK A-level, something like high school graduation exams): https://cerp.aqa.org.uk/research-library/using-adaptive-comparative-judgement-obtain-highly-reliable-rank-order-summative-assessment
* Grading high school student online portfolios: http://link.springer.com/chapter/10.1007%2F978-94-6091-493-5_7
* e-scape: a pilot project and software suite for writing, delivering, recording, and assessing assessments. http://www.gold.ac.uk/media/e-scape_phase3_report.pdf

==References==
<references />

Sandbox:Adaptive Comparative Judgement

2013-09-30T22:45:00Z

JohnHsu:

'''Adaptive Comparative Judgement''' (ACJ) is based on the [http://en.wikipedia.org/wiki/Law_of_comparative_judgment law of comparative judgement]. The law of comparative judgement was conceived by L. L. Thurstone in 1927 as a method for psychological measurements.<ref>A law of comparative judgment. Thurstone, L. L. Psychological Review, Vol 34(4), Jul 1927, 273-286</ref> It is a theoretical model that explains how to create a ranking between a collection of stimuli based on a series of pairwise comparisons. (a law of comparative judgement) Although Thurstone called it a law, it is now more accurately viewed as a model or a method.

The law of comparative judgement was meant for psychological measurements and that's how it was first used. Thurstone's first studied how people ranked the severity of different types of crime.<ref>The method of paired comparisons for social values. Thurstone, L. L. Journal of Abnormal and Social Psychology, 21, 384-400. 1927</ref> This came to be called the Thurstone crime scale and has been duplicated over time to see how attitudes have changed. <ref>Changing Values Over The Last Half-Century: The Story Of Thurstone'S Crime Scales. David J. Krus, Jay L. Sherman, And Patricia H. Krus. Psychological Reports 1977 40:1 , 207-211</ref><ref>Thurstone's Crime Scale Re-Visited. Stone, Mark H. Popular Measurement, v3 n1 p53-54 Spr 2000</ref>

From the law of comparative judgement, Thurstone derived the Thurstone scale, the first formal technique for measuring social attitudes.<ref>Thurstone, L. L. (1928). Attitudes can be measured. American Journal of Sociology, 33, 529-54.</ref> While Thurstone did note that comparative judgement may be used to judge other subjective properties such as handwriting or essays, he didn't pursue the potential educational applications.

Thurstone's methods are well established in pyschophysics and psychometrics, the mathematics behind it has advanced over time though, so they might now be referred to as the [http://en.wikipedia.org/wiki/Pairwise_comparison#Probabilistic_models Bradley–Terry–Luce model] or the [http://en.wikipedia.org/wiki/Rasch_model Rasch model]. Both models different from comparative judgement in that they use a logistic function instead of a normal distribution. Comparative judgement is also used in unrelated fields such as sports rankings & predictions.<ref>Cattelan, Manuela , Varin, Cristiano and Firth, David. (2013) Dynamic Bradley–Terry modelling of sports tournaments. Journal of the Royal Statistical Society : Series C, Volulme 62 (Number 1). pp. 135-150. ISSN 0035-9254</ref><ref>http://www.collegehockeynews.com/info/?d=krach</ref>

ACJ was first proposed in a 2004 research paper by Alastair Pollitt specifically for educational assessment. <ref>Pollitt, A (2004) Let’s stop marking exams. Annual Conference of the International Association for Educational Assessment, Philadelphia, June. http://www.lifeinbits.org/camexam/htdocs//papers/2004LSMEAP.pdf</ref> We used an updated 2012 paper which details the ACJ method and history for the development of the ACJ app. <ref name="methodofacj">Pollitt, A. (2012). The method of Adaptive Comparative Judgement. Assessment in Education: Principles, Policy & Practice</ref> ACJ differs from traditional comparative judgement in the introduction of multiple rounds. In the first round, pairs are drawn randomly. In the succeeding rounds, pairs are matched by score similarity.

Since then, several studies has tried out ACJ for educational purposes, some listed here (chosen for variety):

* Grading elementary school papers: <ref name="methodofacj"></ref>
* Grading first year calculus: http://homepages.lboro.ac.uk/~maij/MUMAP2012.pdf
* Grading geography papers (UK A-level, something like high school graduation exams): https://cerp.aqa.org.uk/research-library/using-adaptive-comparative-judgement-obtain-highly-reliable-rank-order-summative-assessment
* Grading high school student online portfolios: http://link.springer.com/chapter/10.1007%2F978-94-6091-493-5_7
* e-scape: a software suite for writing, delivering, recording, and assessing assessments. http://www.gold.ac.uk/media/e-scape_phase3_report.pdf

==References==
<references />

Sandbox:Adaptive Comparative Judgement

2013-09-30T22:44:27Z

JohnHsu:

'''Adaptive Comparative Judgement''' (ACJ) is based on the [http://en.wikipedia.org/wiki/Law_of_comparative_judgment law of comparative judgement]. The law of comparative judgement was conceived by L. L. Thurstone in 1927 as a method for psychological measurements.<ref>A law of comparative judgment. Thurstone, L. L. Psychological Review, Vol 34(4), Jul 1927, 273-286</ref> It is a theoretical model that explains how to create a ranking between a collection of stimuli based on a series of pairwise comparisons. (a law of comparative judgement) Although Thurstone called it a law, it is now more accurately viewed as a model or a method.

The law of comparative judgement was meant for psychological measurements and that's how it was first used. Thurstone's first studied how people ranked the severity of different types of crime.<ref>The method of paired comparisons for social values. Thurstone, L. L. Journal of Abnormal and Social Psychology, 21, 384-400. 1927</ref> This came to be called the Thurstone crime scale and has been duplicated over time to see how attitudes have changed. <ref>Changing Values Over The Last Half-Century: The Story Of Thurstone'S Crime Scales. David J. Krus, Jay L. Sherman, And Patricia H. Krus. Psychological Reports 1977 40:1 , 207-211</ref><ref>Thurstone's Crime Scale Re-Visited. Stone, Mark H. Popular Measurement, v3 n1 p53-54 Spr 2000</ref>

From the law of comparative judgement, Thurstone derived the Thurstone scale, the first formal technique for measuring social attitudes.<ref>Thurstone, L. L. (1928). Attitudes can be measured. American Journal of Sociology, 33, 529-54.</ref> While Thurstone did note that comparative judgement may be used to judge other subjective properties such as handwriting or essays, he didn't pursue the potential educational applications.

Thurstone's methods are well established in pyschophysics and psychometrics, the mathematics behind it has advanced over time though, so they might now be referred to as the [http://en.wikipedia.org/wiki/Pairwise_comparison#Probabilistic_models Bradley–Terry–Luce model] or the [http://en.wikipedia.org/wiki/Rasch_model Rasch model]. Both models different from comparative judgement in that they use a logistic function instead of a normal distribution. Comparative judgement is also used in unrelated fields such as sports rankings & predictions.<ref>Cattelan, Manuela , Varin, Cristiano and Firth, David. (2013) Dynamic Bradley–Terry modelling of sports tournaments. Journal of the Royal Statistical Society : Series C, Volulme 62 (Number 1). pp. 135-150. ISSN 0035-9254</ref><ref>http://www.collegehockeynews.com/info/?d=krach</ref>

ACJ was first proposed in a 2004 research paper by Alastair Pollitt specifically for educational assessment. <ref>Pollitt, A (2004) Let’s stop marking exams. Annual Conference of the International Association for Educational Assessment, Philadelphia, June. http://www.lifeinbits.org/camexam/htdocs//papers/2004LSMEAP.pdf</ref> We used an updated 2012 paper which details the ACJ method and history for the development of the ACJ app. <ref name="methodofacj">Pollitt, A. (2012). The method of Adaptive Comparative Judgement. Assessment in Education: Principles, Policy & Practice</ref> ACJ differs from traditional comparative judgement in the introduction of multiple rounds. In the first round, pairs are drawn randomly. In the succeeding rounds, pairs are matched by score similarity.

Since then, several studies has tried out ACJ for educational purposes, some listed here (chosen for variety):

* Grading elementary school papers: <ref name="methodofacj"></ref>
* Grading first year calculus: http://homepages.lboro.ac.uk/~maij/MUMAP2012.pdf
* Grading geography papers (UK A-level, something like high school graduation exams): https://cerp.aqa.org.uk/research-library/using-adaptive-comparative-judgement-obtain-highly-reliable-rank-order-summative-assessment
* Grading high school student online portfolios: http://link.springer.com/chapter/10.1007%2F978-94-6091-493-5_7
* e-scape: a software suite for writing, delivering, recording, and assessing assessments. http://www.gold.ac.uk/media/e-scape_phase3_report.pdf

<references />

Sandbox:Adaptive Comparative Judgement

2013-09-30T22:40:28Z

JohnHsu: Created page with "'''Adaptive Comparative Judgement''' (ACJ) is based on the [http://en.wikipedia.org/wiki/Law_of_comparative_judgment law of comparative judgement]. The law of comparative judg..."

'''Adaptive Comparative Judgement''' (ACJ) is based on the [http://en.wikipedia.org/wiki/Law_of_comparative_judgment law of comparative judgement]. The law of comparative judgement was conceived by L. L. Thurstone in 1927 as a method for psychological measurements.<ref>A law of comparative judgment. Thurstone, L. L. Psychological Review, Vol 34(4), Jul 1927, 273-286</ref> It is a theoretical model that explains how to create a ranking between a collection of stimuli based on a series of pairwise comparisons. (a law of comparative judgement) Although Thurstone called it a law, it is now more accurately viewed as a model or a method.

The law of comparative judgement was meant for psychological measurements and that's how it was first used. Thurstone's first studied how people ranked the severity of different types of crime.<ref>The method of paired comparisons for social values. Thurstone, L. L. Journal of Abnormal and Social Psychology, 21, 384-400. 1927</ref> This came to be called the Thurstone crime scale and has been duplicated over time to see how attitudes have changed. <ref>Changing Values Over The Last Half-Century: The Story Of Thurstone'S Crime Scales. David J. Krus, Jay L. Sherman, And Patricia H. Krus. Psychological Reports 1977 40:1 , 207-211</ref><ref>Thurstone's Crime Scale Re-Visited. Stone, Mark H. Popular Measurement, v3 n1 p53-54 Spr 2000</ref>

From the law of comparative judgement, Thurstone derived the Thurstone scale, the first formal technique for measuring social attitudes.<ref>Thurstone, L. L. (1928). Attitudes can be measured. American Journal of Sociology, 33, 529-54.</ref> While Thurstone did note that comparative judgement may be used to judge other subjective properties such as handwriting or essays, he didn't pursue the potential educational applications.

Thurstone's methods are well established in pyschophysics and psychometrics, the mathematics behind it has advanced over time though, so they might now be referred to as the [http://en.wikipedia.org/wiki/Pairwise_comparison#Probabilistic_models Bradley–Terry–Luce model] or the [http://en.wikipedia.org/wiki/Rasch_model Rasch model]. Both models different from comparative judgement in that they use a logistic function instead of a normal distribution. Comparative judgement is also used in unrelated fields such as sports rankings & predictions.<ref>Cattelan, Manuela , Varin, Cristiano and Firth, David. (2013) Dynamic Bradley–Terry modelling of sports tournaments. Journal of the Royal Statistical Society : Series C, Volulme 62 (Number 1). pp. 135-150. ISSN 0035-9254</ref><ref>http://www.collegehockeynews.com/info/?d=krach</ref>

ACJ was first proposed in a 2004 research paper by Alastair Pollitt specifically for educational assessment. <ref>Pollitt, A (2004) Let’s stop marking exams. Annual Conference of the International Association for Educational Assessment, Philadelphia, June. http://www.lifeinbits.org/camexam/htdocs//papers/2004LSMEAP.pdf</ref> We used an updated 2012 paper which details the ACJ method and history for the development of the ACJ app. <ref name="methodofacj">Pollitt, A. (2012). The method of Adaptive Comparative Judgement. Assessment in Education: Principles, Policy & Practice</ref> ACJ differs from traditional comparative judgement in the introduction of multiple rounds. In the first round, pairs are drawn randomly. In the succeeding rounds, pairs are matched by score similarity.

Educational uses, chosen for breadth:

* Grading elementary school papers: <ref name="methodofacj"></ref>
* Grading first year calculus: http://homepages.lboro.ac.uk/~maij/MUMAP2012.pdf
* Grading geography papers (UK A-level, something like high school graduation exams): https://cerp.aqa.org.uk/research-library/using-adaptive-comparative-judgement-obtain-highly-reliable-rank-order-summative-assessment
* Grading high school student online portfolios: http://link.springer.com/chapter/10.1007%2F978-94-6091-493-5_7
* e-scape: a software suite for writing, delivering, recording, and assessing assessments. http://www.gold.ac.uk/media/e-scape_phase3_report.pdf

<references />

Sandbox:Potluck

2013-06-18T23:29:30Z

JohnHsu: /* Who is joining? And what are you bringing? */

==Logistics==
* '''When:''' Thursday, June 20 11:30 -1:00pm
* '''Where:''' IBLC 222 or USB Kitchen

==Food allergies / Considerations==
* Kalev is vegetarian (eggs and dairy are fine, I just don't eat meat or seafood)
* Anne-Rae doesn't eat pork or any products with pork in them
* Sukhi is vegetarian
* Marianne prefers white meat and/or veggies
* Mischa is allergic to gluten (wheat) and dairy
* Abdel Azim avoids animal products (halal, kosher, sea food, eggs and dairy are fine).
* Kim has a slight skin allergy to certain seafoods.
* Rie doesn't eat beef
* Adrian is a Diabetic

==Who is joining? And what are you bringing?==
{| class="wikitable"
|-
!Who?
!What are you bringing?
!Savoury (''please mark with an 'x''')
!Sweets (''please mark with an 'x''')
!Location Poll: USB or IBLC
|-
|-
| Edwin
| Mix Bean and Quinoa Salad
| align="center" | X
|
| IBLC
|-
| Josefina
| Guacamole dip and chips
| align="center" | X
|
| IBLC
|-
| Susan
| Veggie platter with dip
| align="center" | X
|
| IBLC
|-
| Anne-Rae
| Leban dip with zatar and pita bread (Middle Eastern yogurt sprinkled with olive oil and zatar)
| align="center" | X
|
| IBLC
|-
| Kalev
| 7-layer dip and chips
| align="center" | X
|
| IBLC
|-
| John
| Fruit Juice (whatever is on sale and not orange)
|
| align="center" style='font-size:1.2em;' | ☀
| IBLC
|-
| Abdel Azim
| Eggplant salad and bread
| align="center" | X
|
| IBLC
|-
| Michael
| mini blueberry muffins & cinnamon rolls
|
| align="center" style='font-size:1.2em;' | X
| IBLC
|-
| Alison
| SURPRISE!
|
|
| IBLC
|-
| Rie
| Country Ma'am (cookies)
|
| align="center" style='font-size:1.2em;' | X
| IBLC
|-
| Simran
| Quinoa Salad
|
| align="center" style='font-size:1.2em;' | X
| IBLC
|-
| Juanitta
| Waffles? Is everyone tired of this yet? or else I can make an orzo salad that's pretty good.
|
| align="center" | X
| IBLC
|-
| Kim
| Salad
|
| align="center" | X
| IBLC
|-
| Adrian
| Canadian or American Cookies
|
| align="center" | X
|

Sandbox:Potluck

2013-06-14T22:05:12Z

JohnHsu: /* Who is joining? And what are you bringing? */

==Logistics==
* '''When:''' Thursday, June 20 11:30 -1:00pm
* '''Where:''' IBLC 222 or USB Kitchen

==Food allergies / Considerations==
* Kalev is vegetarian (eggs and dairy are fine, I just don't eat meat or seafood)
* Sukhi is vegetarian
* Marianne prefers white meat and/or veggies
* Mischa is allergic to gluten (wheat) and dairy
* Abdel Azim avoids animal products (halal, kosher meat, sea food, eggs and dairy are fine).
* Kim has a slight skin allergy to certain seafoods.
* Rie doesn't eat beef
* Adrian is a Diabetic

==Who is joining? And what are you bringing?==
{| class="wikitable"
|-
!Who?
!What are you bringing?
!Savoury (''please mark with an 'x''')
!Sweets (''please mark with an 'x''')
!Location Poll: USB or IBLC
|-
| Kalev
| 7-layer dip and chips
| align="center" | X
|
| IBLC
|-
| John
| Fruit Juice (whatever is on sale and not orange)
|
| align="center" style='font-size:1.2em;' | ☀
| IBLC
|-
|
|
|
| align="center" |
|
|}

Sandbox:Potluck

2013-06-14T22:03:46Z

JohnHsu: /* Who is joining? And what are you bringing? */

==Logistics==
* '''When:''' Thursday, June 20 11:30 -1:00pm
* '''Where:''' IBLC 222 or USB Kitchen

==Food allergies / Considerations==
* Kalev is vegetarian (eggs and dairy are fine, I just don't eat meat or seafood)
* Sukhi is vegetarian
* Marianne prefers white meat and/or veggies
* Mischa is allergic to gluten (wheat) and dairy
* Abdel Azim avoids animal products (halal, kosher meat, sea food, eggs and dairy are fine).
* Kim has a slight skin allergy to certain seafoods.
* Rie doesn't eat beef
* Adrian is a Diabetic

==Who is joining? And what are you bringing?==
{| class="wikitable"
|-
!Who?
!What are you bringing?
!Savoury (''please mark with an 'x''')
!Sweets (''please mark with an 'x''')
!Location Poll: USB or IBLC
|-
| Kalev
| 7-layer dip and chips
| align="center" | X
|
| IBLC
|-
| John
| Fruit Juice (whatever is on sale and not orange)
|
| ☀
| IBLC
|-
|
|
|
|
|
|}

Sandbox:Potluck

2013-06-14T22:02:59Z

JohnHsu: /* Who is joining? And what are you bringing? */

==Logistics==
* '''When:''' Thursday, June 20 11:30 -1:00pm
* '''Where:''' IBLC 222 or USB Kitchen

==Food allergies / Considerations==
* Kalev is vegetarian (eggs and dairy are fine, I just don't eat meat or seafood)
* Sukhi is vegetarian
* Marianne prefers white meat and/or veggies
* Mischa is allergic to gluten (wheat) and dairy
* Abdel Azim avoids animal products (halal, kosher meat, sea food, eggs and dairy are fine).
* Kim has a slight skin allergy to certain seafoods.
* Rie doesn't eat beef
* Adrian is a Diabetic

==Who is joining? And what are you bringing?==
{| class="wikitable"
|-
!Who?
!What are you bringing?
!Savoury (''please mark with an 'x''')
!Sweets (''please mark with an 'x''')
!Location Poll: USB or IBLC
|-
| Kalev
| 7-layer dip and chips
| align="center" | X
|
| IBLC
|-
| John
| Fruit Juice (whatever is on sale and not orange)
|
| ☀
| IBLC
|-

Sandbox:ARCHIVED: WeBWorK/LTI

2013-06-10T23:48:06Z

JohnHsu: Created page with "= Example Control Flow = == LTI Launch Request == A LTI Launch Request is basically LTI's version of a handshake between two applications. The tool that is issuing an LTI Lau..."

= Example Control Flow =

== LTI Launch Request ==
A LTI Launch Request is basically LTI's version of a handshake between two applications. The tool that is issuing an LTI Launch Request is called the ''Tool Consumer'' while the tool that receives the LTI Launch Request is called the ''Tool Producer''. The Tool Consumer is usually the LMS, in our case, Blackboard Learn. The Tool Producer in this case is Webwork. The Tool Consumer puts information about its user and itself into the launch request. The user information is meant to allow single sign on authentication. The Tool Consumer information is mainly for advertising which LTI features is enabled/supported. The Tool Producer uses that information to pull data from the Tool Consumer.

The launch request is submitted as a HTTP POST request to the launch url of the targetted tool, which for Webwork is just the application url (e.g.: For webwork dev, it's http://webworkdev.elearning.ubc.ca:8080/webwork2/). The following is a list of parameters sent by the Blackboard LTI Building Block for a Webwork launch. These parameters are sent in the POST body as an urlencoded string (exactly like an html form submit).
=== Core Standard ===
==== OAuth Message Signing Parameters ====
Note that these parameters may either be in the POST body or in the Authorization section of the HTTP header. You can usually trick an OAuth library to do the signature verification for you, but there is a concise guide to the [http://hueniverse.com/oauth/guide/authentication/ OAuth HMAC calculation process] if you need to roll a custom verifier.
<pre>
oauth_consumer_key => 'lti_secret'
oauth_signature => 'pB0aq142aVslYuTEHH56472a3Aw='
oauth_callback => 'about:blank' # always about:blank since lti doesn't use it
oauth_version => '1.0'
oauth_signature_method => 'HMAC-SHA1' # all lti implementation must support hmac-sha1
oauth_timestamp => '1367278573'
oauth_nonce => '352281230342435'
</pre>

==== Required Parameters ====
<pre>
lti_version => 'LTI-1p0'
lti_message_type => 'basic-lti-launch-request'
resource_link_id => 'CL.UBC.MATH.101.201.2012W2.13204' # the course ID
lis_person_sourcedid => 'john' # will be the PUID on Connect, though is configurable using the LTI Building Block
</pre>

==== Outcomes Service parameters ====
Used to push grades. Note that this is only avavailable with LTI 1.1 support. We're still using the extension support as it's more fully featured.
<pre>
lis_outcome_service_url => 'http://137.82.12.118/webapps/ubc-Webwork-BBLEARN/service'
</pre>

==== Optional informational parameters ====
Information about the application that the user is coming from.
<pre>
tool_consumer_instance_url => 'http://137.82.12.118'
tool_consumer_info_product_family_code => 'learn'
tool_consumer_instance_name => 'UBC'
tool_consumer_instance_description => 'University of British Columbia'
tool_consumer_instance_guid => 'lti_secret'
tool_consumer_info_version => '9.1.110082'
</pre>

Context information, usually course information.

<pre>
context_id => 'CL.UBC.MATH.101.201.2012W2.13204'
context_type => 'CourseSection'
context_title => '2012W2-MATH101-201- Integral Calculus with Applications to Physical Sciences and Engineering-Instructors'
context_label => 'CL.UBC.MATH.101.201.2012W2.13204'
</pre>

Personal information on who is making the launch request

<pre>
user_id => ''
roles => 'Instructor'
lis_person_contact_email_primary => ''
lis_person_name_family => 'Hsu,ø'
lis_person_name_given => 'John'
lis_person_name_full => 'John Hsu,ø'
</pre>

Course which is making this request

<pre>
lis_course_offering_sourcedid => 'CL.UBC.MATH.101.201.2012W2.13204'
lis_course_section_sourcedid => 'CL.UBC.MATH.101.201.2012W2.13204'
</pre>
<pre>
launch_presentation_return_url => 'http://137.82.12.118/webapps/ubc-Webwork-BBLEARN/return.jsp?id=webworkdev&course_id=_101_1&course_id=_101_1&lti_page=ctools&'
launch_presentation_document_target => 'frame'
launch_presentation_locale => 'en_GB'
resource_link_title => 'webworkdev'
</pre>

=== Unofficial Extensions ===
Even though these extensions are technically not part of the LTI specs, they're so widely implemented that it's gained de facto recognition, as they're documented on the official site: http://developers.imsglobal.org/extensions.html

==== Memberships Extension Service parameters ====

Used to pull class rosters from Connect.

<pre>
ext_ims_lis_memberships_id => ':_101_1::webworkdev:1367278573'
ext_ims_lis_memberships_url => 'http://137.82.12.118/webapps/ubc-Webwork-BBLEARN/extension'
</pre>

==== Outcomes Extension Service parameters ====

Used to push grades to Connect. A significant limitation is that officially, it's designed to push only 1 grade at a time and the student must initiate the push. A custom workaround was devised so that it's more like membership requests, which allows batch syncing and can push grades at any time.

<pre>
ext_ims_lis_resultvalue_sourcedids => 'decimal,percentage,ratio,passfail,letteraf,letterafplus,freetext'
ext_ims_lis_basic_outcome_url => 'http://137.82.12.118/webapps/ubc-Webwork-BBLEARN/extension'
</pre>

==== Informational ====

<pre>
ext_lms => 'learn-9.1.110082'
</pre>

=== Custom Parameters ===

It's a flag for Webwork to perform grade syncing operations.

<pre>
custom_gradesync => '1'
</pre>

== LTI Membership Extension Request ==

Like the launch request, a membership request is a HTTP POST request and also requires the OAuth parameters. Besides the OAuth parameters, this request requires 3 other parameters. The HTTP POST request is submitted to the <code>ext_ims_lis_memberships_url</code> parameter given in the launch request. In this example, the url is <code><nowiki>http://137.82.12.118/webapps/ubc-Webwork-BBLEARN/extension</nowiki></code>. This extension is documented [http://developers.imsglobal.org/ext_membership.html here].

This is the id used to identify the course and is given by the <code>ext_ims_lis_memberships_id</code> parameter given in the launch request.

<pre>
id=:_101_1::webworkdev:1367278573
</pre>

This parameter is required to indicate a membership request.

<pre>
lti_message_type=basic-lis-readmembershipsforcontext
</pre>

This parameter is required to indicate an LTI request.

<pre>
lti_version=LTI-1p0
</pre>

If successful, you will receive an XML formatted list of users in the course.
<pre>
<nowiki>
<message_response>
<lti_message_type>basic-lis-readmembershipsforcontext</lti_message_type>
<statusinfo>
<codemajor>Success</codemajor>
<severity>Status</severity>
<codeminor>fullsuccess</codeminor>
<description>Roster retrieved</description>
</statusinfo>
<memberships>
<member>
<user_id></user_id>
<roles>Instructor</roles>
<person_sourcedid>john</person_sourcedid>
<person_contact_email_primary></person_contact_email_primary>
<person_name_given>John</person_name_given>
<person_name_family>Hsu,ø</person_name_family>
<person_name_full>John Hsu,ø</person_name_full>
</member>
<member>
<user_id>0004</user_id>
<roles>Learner</roles>
<person_sourcedid>redshirt0004</person_sourcedid>
<person_contact_email_primary></person_contact_email_primary>
<person_name_given>shirt0004</person_name_given>
<person_name_family>red0004</person_name_family>
<person_name_full>shirt0004 red0004</person_name_full>
<lis_result_sourcedid>:_101_1::webworkdev:0004</lis_result_sourcedid>
</member>
<member>
<user_id>0001</user_id>
<roles>Learner</roles>
<person_sourcedid>redshirt0001</person_sourcedid>
<person_contact_email_primary></person_contact_email_primary>
<person_name_given>shirt0001</person_name_given>
<person_name_family>red0001</person_name_family>
<person_name_full>shirt0001 red0001</person_name_full>
<lis_result_sourcedid>:_101_1::webworkdev:0001</lis_result_sourcedid>
</member>
<member>
<user_id>0002</user_id>
<roles>Learner</roles>
<person_sourcedid>redshirt0002</person_sourcedid>
<person_contact_email_primary></person_contact_email_primary>
<person_name_given>shirt0002</person_name_given>
<person_name_family>red0002</person_name_family>
<person_name_full>shirt0002 red0002</person_name_full>
<lis_result_sourcedid>:_101_1::webworkdev:0002</lis_result_sourcedid>
</member>
<member>
<user_id>0003</user_id>
<roles>Learner</roles>
<person_sourcedid>redshirt0003</person_sourcedid>
<person_contact_email_primary></person_contact_email_primary>
<person_name_given>shirt0003</person_name_given>
<person_name_family>red0003</person_name_family>
<person_name_full>shirt0003 red0003</person_name_full>
<lis_result_sourcedid>:_101_1::webworkdev:0003</lis_result_sourcedid>
</member>
</memberships>
</message_response>
</nowiki>
</pre>

If unsuccessful, you should get an XML formatted error message.

<pre>
<nowiki>
<message_response>
<lti_message_type>basic-lis-readmembershipsforcontext</lti_message_type>
<statusinfo>
<codemajor>Failure</codemajor>
<severity>Error</severity>
<codeminor>Invalid signature/codeminor>
</statusinfo>
</message_response>
</nowiki>
</pre>

== LTI Outcomes Extension Request ==

Like all other LTI requests, this is a HTTP POST request that requires all the OAuth parameters. Besides the OAuth parameters, this request has 5 other parameters. Note that the example shown here has been slightly modified to allow automatic course sync and might only work with the Webwork Building Block we modified for this purpose. The original intended use for this extension was that each and every student has to press a button in order to send their own individual grade back to the LMS. This extension is documented [http://developers.imsglobal.org/ext_outcomes.html here].

Required to flag this as an Outcomes request.

<pre>
lti_message_type=basic-lis-updateresult
</pre>

Required to flag this as a LTI request.

<pre>
lti_version=LTI-1p0
</pre>

This is the score value.

<pre>
result_resultscore_textstring=0/2
</pre>

This determines how it'll handle the score value. The available options are listed as a comma separated list in the launch request parameter <code>ext_ims_lis_resultvalue_sourcedids</code>.

<pre>
result_resultvaluesourcedid=ratio
</pre>

The sourced ID has 5 components: <code>:context id:hash:tool consumer name:student number:assignment name</code>

The components are actually assembled from the <code>lis_result_sourcedid</code> returned with each student in the Membership request. You just append the assignment name to it. This is where our implementation differs from the stock implementation, in stock, you would need to create the grading column in Blackboard for each and every assignment that needs to be synced first, whereas our implementation will create a grading column in Blackboard if it needs to.

<pre>
sourcedid=:_101_1::webworkdev:0004:blah
</pre>

If successful, you'll get a XML formatted response saying that the value was set:

<pre>
<nowiki>
<message_response>
<lti_message_type>basic-lis-updateresult</lti_message_type>
<statusinfo>
<codemajor>Success</codemajor>
<severity>Status</severity>
<codeminor>fullsuccess</codeminor>
<description>Grade updated</description>
</statusinfo>
<result>
<sourcedid>:_101_1::webworkdev:0001:blah</sourcedid>
<personsourcedid>redshirt0001</personsourcedid>
<date>2013-05-01T21:28:39Z</date>
<resultscore>
<resultvaluesourcedid>ratio</resultvaluesourcedid>
<textstring>2/2</textstring>
</resultscore>
</result>
</message_response>
</nowiki>
</pre>

If unsuccessful, you should get a XML error message similar to Membership request's error message.

= Installation in Webwork =
== Additional Package Needed ==
*perl-Text-CSV.noarch
*perl-Net-OAuth.noarch
*perl-XML-Simple.noarch

=== LTI ===
* Additional files:
<pre>
lib/WebworkBridge
lib/WeBWorK/Authen/LTI.pm
lib/WeBWorK/Authen/VistaLogin2.pm
lib/WeBWorK/ContentGenerator/WebworkBridgeStatus.pm
</pre>
* Modified files:
<pre>
lib/WeBWorK.pm
conf/global.conf
</pre>

[[Category:WeBWorK]]

Sandbox:Potluck

2013-05-09T19:08:06Z

JohnHsu: /* Who is joining? And what are you bringing? */

==Logistics==
* '''When:''' Thursday, May 16 noon-ish?
* '''Where:''' TBD

==Food allergies / Considerations==
* Kalev is vegetarian (eggs and dairy are fine, I just don't eat meat or seafood)
* Sukhi is vegetarian
* Marianne prefers white meat and/or veggies
* ''ahem!!'' Alison doesn't like green onions or raw onions ''ahem!!''
* Mischa is allergic to gluten (wheat) and dairy

==Who is joining? And what are you bringing?==
{| class="wikitable"
|-
!Who?
!What are you bringing?
!Savoury (''please mark with an 'x''')
!Sweets (''please mark with an 'x''')
|-
| Alison
| [FOOD]
|
|
|-
| John H
| Orange Juice w/ pulp
|
| style='font-size:1.2em;' | ☔
|-
| [NAME]
| [FOOD]
|
|
|}

Sandbox:Potluck

2013-05-09T19:02:30Z

JohnHsu: /* Who is joining? And what are you bringing? */

Sandbox:Potluck

2013-01-17T20:35:33Z

JohnHsu:

==Logistics==
* '''When:''' Friday, Jan 18 noon-ish?
* '''Where:''' IBLC Rm. 2.22

==Food allergies / Considerations==
* Kalev is vegetarian (eggs and dairy are fine, I just don't eat meat or seafood)
* Sukhi is vegetarian
* Marianne prefers white meat and/or veggies
* ''ahem!!'' Alison doesn't like green onions or raw onions ''ahem!!''
* Mischa is allergic to gluten (wheat) and dairy

==Who is joining? And what are you bringing?==
{| class="wikitable"
|-
!Who?
!What are you bringing?
!Savoury (''please mark with an 'x''')
!Sweets (''please mark with an 'x''')
|-
|Anna
|Jab Chai (Korean noodle dish) or Singapore noodles
|x
|
|-
|Kalev
|7-layer dip and chips
|x
|
|-
|Mischa
|surprise! Something filling that is gluten free and dairy free
|X
|
|-
|Alison
|some dessert
|
|x
|-
|Juanitta
|Orzo salad (no meat)
|x
|
|-
|Enej
| Bread there is a nice bakery close to my place.
|
|
|-
|Adrian
|Cheese and banana
|✓
|✓
|-
|Michael Tang
|Egg Salad
|x
|
|-
|Marianne
|Whatever is needed
|
|
|-
|Tammy
|TBD
|X
|
|-
|Michael Wong
|Chocolate chip cookies (it will include flour and eggs though)
|
|x
|-
|Pan
|TBD
|x
|
|-
|Jill
|Cheese (lactose-free and regular), crackers (glutin-free), and fruit
|
|
|-
|John
|Brownies
|
|<big>☃</big>
|}
|Your name here
|Food
|
|
|-
|}

Sandbox:Potluck

2013-01-08T21:29:38Z

JohnHsu:

==Logistics==
* '''When:''' Friday, Jan 18 noon-ish?
* '''Where:''' somewhere in IBLC

==Food allergies / Considerations==
* Kalev is a vegetarian (eggs and dairy are fine, I just don't eat meat or seafood)
* Sukhi is a vegetarian
* Marianne prefers white meat and/or veggies
* ''ahem!!'' Alison doesn't like green onions or raw onions ''ahem!!''

==Who is joining? And what are you bringing?==
{| class="wikitable"
|-
!Who?
!What are you bringing?
!Savoury (''please mark with an 'x''')
!Sweets (''please mark with an 'x''')
|-
|Anna
|
|
|
|-
|Kalev
|7-layer dip and chips
|x
|
|-
|Mischa
|surprise!
|
|
|-
|Alison
|some dessert
|
|x
|-
|Juanitta
|Orzo salad (no meat)
|x
|
|-
|Enej
| Bread there is a nice bakery close to my place.
|
|
|-
|Adrian
|Cheese and banana
|✓
|✓
|-
|Your name here
|Food
|
|
|-
|Your name here
|Food
|
|
|-
|Your name here
|Food
|
|
|-
|Your name here
|Food
|
|
|-
|}

Sandbox:Potluck

2013-01-08T21:28:59Z

JohnHsu:

==Logistics==
* '''When:''' Friday, Jan 18 noon-ish?
* '''Where:''' somewhere in IBLC

==Food allergies / Considerations==
* Kalev is a vegetarian (eggs and dairy are fine, I just don't eat meat or seafood)
* Sukhi is a vegetarian
* Marianne prefers white meat and/or veggies
* ''ahem!!'' Alison doesn't like green onions or raw onions ''ahem!!''

==Who is joining? And what are you bringing?==
{| class="wikitable"
|-
!Who?
!What are you bringing?
!Savoury (''please mark with an 'x''')
!Sweets (''please mark with an 'x''')
|-
|Anna
|
|
|
|-
|Kalev
|7-layer dip and chips
|x
|
|-
|Mischa
|surprise!
|
|
|-
|Alison
|some dessert
|
|x
|-
|Juanitta
|Orzo salad (no meat)
|x
|
|-
|Enej
| Bread there is a nice bakery close to my place.
|
|
|-
|Adrian
|Cheese and banana
|
|
|-
|Your name here
|Food
|
|
|-
|Your name here
|Food
|
|
|-
|Your name here
|Food
|
|
|-
|Your name here
|Food
|
|
|-
|}

Sandbox:Waffles

2012-12-14T23:48:42Z

JohnHsu: /* What do we need? Volunteers for supplies: */

==First-run: Waffle Tuesday==
* Date: December 18, 2012
* Time: noon - 1:30pm
* Location: IBLC basement office

==What do we need? Volunteers for supplies:==
* Waffle iron - Juanitta
* Waffle mix - Alison
* Butter/Syrup - John
* Ice-cream - Vitaly (''2lbs should be enough?'')
* Fruits: strawberry, raspberry, banana?
* Whipped cream

==Please RSVP==
* Juanitta
* Alison
* John Hsu
* Michael Ha
* Michael Wong
* Vitaly

Sandbox:Carpool

2012-12-13T20:36:23Z

JohnHsu: /* Vitaly - 2001 Toyta Rav4 (AWD) - 4 leather seats available */ booking

Destination: 2195 Commercial Drive, Vancouver, BC V5N 5K1, Canada

=Vehicles Available=

Please add your name to one of the vehicles below. Add your car if you have one too!

==Alison - 2011 Mercedes B200 - 4 seats available (1 heated, 3 non-heated)==
''This car will leave early - at 3:30pm; The driver will leave IKBLC at 3:25pm''
*Kalev (heated)
*Jon
*Joe
*Mischa

==Juanitta - 2013 Hyundai Elantra - 4 seats available (3 heated)==
* Tammy
* Anna
* Andrea
*

==Vitaly - 2001 Toyta Rav4 (AWD) - 4 leather seats available==
Departure: [http://www.maps.ubc.ca/PROD/index_detail.php?show=y,n,n,n,y,y&bldg2Search=n&locat1=792&locat2=#showMapLocal North Parkaide] lot (phone if you are late: 604-374-4374)

Departure time: '''3:45pm'''

Check-in / baggage drop-off closed at '''3:35pm.'''

* Vitaly (pilot)
* John (first-class seat available)
* ___________ (behind driver with limited front view / tinted window)
* ___________ (unlimited front view)
* ___________ (behind navigator with limited front view / tinted window)

No smoking on board.

'''After event:'''
Will accomodate route changes to drop-off in Vancouver East/South ([https://maps.google.com/maps?saddr=BC-7+W&daddr=49.2635602,-123.1385597+to:49.2060518,-123.1406789+to:49.213225,-123.0660428+to:Commercial+Dr&hl=en&ll=49.239009,-123.101978&spn=0.084956,0.221786&sll=49.234301,-123.102837&sspn=0.084964,0.221786&geocode=FQCv7wIdQxiq-A%3BFciz7wIdAQ6p-ClTrQ-cx3OGVDHj5hL-vXe_FQ%3BFSPT7gIdugWp-Cnjpynj6nSGVDG8a_ws32H4-w%3BFSnv7gIdRimq-ClpzNtfNHSGVDEL8AMeiMccHA%3BFde67wId-Bqq-A&oq=8892+&mra=dvme&mrsp=2&sz=13&via=1,2,3&t=m&z=13 squared to Commercial Dr. / SE Marine Dr. / Granville Str. / Broadway Str.] +/- 10 blocks).

==Translink 99 B-Line - New Flyer Articulated Low-Floor Diesel-Electric Hybrid E60LFR - 48 seats (115 max) - bike rack equipped ==
*

Documentation:Connect/Use the GroupBuilder Tool

2012-08-29T18:37:57Z

JohnHsu: /* Enable the GroupBuilder Tool */ resize pic to smaller

The GroupBuilder tool is a building block meant to create or export groups in Connect. Right now, it supports CSV import/export and a group creation wizard with the ability to filter on grade center columns. The GroupBuilder tool is currently undergoing alpha testing on bbcomm.

__TOC__

==Enable the GroupBuilder Tool==

#On your course page, go to the Course Management sidebar, click Customization, and click Tool Availability.
#:[[File:GroUP_tool_enable_step1.png|center]]
#On the Tool Availability page, scroll down and find the GroupBuilder tool, click the checkbox to enable it and then click Submit.
#:[[File:GroUP_tool_enable_step2.png|center]]
#The GroupBuilder tool should now be enabled. Go the Course Management sidebar again and click the GroupBuilder link.
#:[[File:GroUP tool enable step3.png|center]]
#You should be seeing a page like this:
#:[[File:GroupBuilderB2Page.png|center|500px]]

==How to use the GroupCreator==
# Give a name to the new group.
# Select the desired search parameters and then click search.
# Check that the student selections are correct.
# Can choose whether to create a new group with the selected users or add the selected users to an exisiting group.
# Click submit if everything looks good.
#:[[File:Groupbuilder_groupcreator_provider_steps.png|center|500px]]

[[Category:Connect]][[Category:How to]][[Category:Connect Instructor Resources]][[Category:Connect Groups]][[Category:LMS]]

Documentation:Connect/Use the GroupBuilder Tool

2012-08-29T18:37:27Z

JohnHsu: /* Enable the GroupBuilder Tool */ fix numbering

The GroupBuilder tool is a building block meant to create or export groups in Connect. Right now, it supports CSV import/export and a group creation wizard with the ability to filter on grade center columns. The GroupBuilder tool is currently undergoing alpha testing on bbcomm.

__TOC__

==Enable the GroupBuilder Tool==

#On your course page, go to the Course Management sidebar, click Customization, and click Tool Availability.
#:[[File:GroUP_tool_enable_step1.png|center]]
#On the Tool Availability page, scroll down and find the GroupBuilder tool, click the checkbox to enable it and then click Submit.
#:[[File:GroUP_tool_enable_step2.png|center]]
#The GroupBuilder tool should now be enabled. Go the Course Management sidebar again and click the GroupBuilder link.
#:[[File:GroUP tool enable step3.png|center]]
#You should be seeing a page like this:
#:[[File:GroupBuilderB2Page.png|center]]

==How to use the GroupCreator==
# Give a name to the new group.
# Select the desired search parameters and then click search.
# Check that the student selections are correct.
# Can choose whether to create a new group with the selected users or add the selected users to an exisiting group.
# Click submit if everything looks good.
#:[[File:Groupbuilder_groupcreator_provider_steps.png|center|500px]]

[[Category:Connect]][[Category:How to]][[Category:Connect Instructor Resources]][[Category:Connect Groups]][[Category:LMS]]

Documentation:Connect/Use the GroupBuilder Tool

2012-08-29T18:37:01Z

JohnHsu: /* Enable the GroupBuilder Tool */ add new pic

The GroupBuilder tool is a building block meant to create or export groups in Connect. Right now, it supports CSV import/export and a group creation wizard with the ability to filter on grade center columns. The GroupBuilder tool is currently undergoing alpha testing on bbcomm.

__TOC__

==Enable the GroupBuilder Tool==

#On your course page, go to the Course Management sidebar, click Customization, and click Tool Availability.
#:[[File:GroUP_tool_enable_step1.png|center]]
#On the Tool Availability page, scroll down and find the GroupBuilder tool, click the checkbox to enable it and then click Submit.
#:[[File:GroUP_tool_enable_step2.png|center]]
#The GroupBuilder tool should now be enabled. Go the Course Management sidebar again and click the GroupBuilder link.
#:[[File:GroUP tool enable step3.png|center]]
You should be seeing a page like this:
#:[[File:GroupBuilderB2Page.png|center]]

==How to use the GroupCreator==
# Give a name to the new group.
# Select the desired search parameters and then click search.
# Check that the student selections are correct.
# Can choose whether to create a new group with the selected users or add the selected users to an exisiting group.
# Click submit if everything looks good.
#:[[File:Groupbuilder_groupcreator_provider_steps.png|center|500px]]

[[Category:Connect]][[Category:How to]][[Category:Connect Instructor Resources]][[Category:Connect Groups]][[Category:LMS]]

File:GroupBuilderB2Page.png

2012-08-29T18:36:16Z

JohnHsu:

== Summary ==

== Copyright status: ==

== Source: ==

Documentation:Connect/Use the GroupBuilder Tool

2012-08-29T18:20:42Z

JohnHsu: /* How to use the GroupCreator Provider */ Change title, not using provider/consumer vocab

The GroupBuilder tool is a building block meant to create or export groups in Connect. Right now, it supports CSV import/export and a group creation wizard with the ability to filter on grade center columns. The GroupBuilder tool is currently undergoing alpha testing on bbcomm.

__TOC__

==Enable the GroupBuilder Tool==

#On your course page, go to the Course Management sidebar, click Customization, and click Tool Availability.
#:[[File:GroUP_tool_enable_step1.png|center]]
#On the Tool Availability page, scroll down and find the GroupBuilder tool, click the checkbox to enable it and then click Submit.
#:[[File:GroUP_tool_enable_step2.png|center]]
#The GroupBuilder tool should now be enabled. Go the Course Management sidebar again and click the GroupBuilder link. You should be seeing a page like this:
#:[[File:GroUP tool enable step3.png|center]]

==How to use the GroupCreator==
# Give a name to the new group.
# Select the desired search parameters and then click search.
# Check that the student selections are correct.
# Can choose whether to create a new group with the selected users or add the selected users to an exisiting group.
# Click submit if everything looks good.
#:[[File:Groupbuilder_groupcreator_provider_steps.png|center|500px]]

[[Category:Connect]][[Category:How to]][[Category:Connect Instructor Resources]][[Category:Connect Groups]][[Category:LMS]]

Documentation:Connect/Use the GroupBuilder Tool

2012-08-29T18:20:03Z

JohnHsu: /* How to use the GroupCreator Provider */ New feature that allow users to add to exisiting group instead of only creating new users.

The GroupBuilder tool is a building block meant to create or export groups in Connect. Right now, it supports CSV import/export and a group creation wizard with the ability to filter on grade center columns. The GroupBuilder tool is currently undergoing alpha testing on bbcomm.

__TOC__

==Enable the GroupBuilder Tool==

#On your course page, go to the Course Management sidebar, click Customization, and click Tool Availability.
#:[[File:GroUP_tool_enable_step1.png|center]]
#On the Tool Availability page, scroll down and find the GroupBuilder tool, click the checkbox to enable it and then click Submit.
#:[[File:GroUP_tool_enable_step2.png|center]]
#The GroupBuilder tool should now be enabled. Go the Course Management sidebar again and click the GroupBuilder link. You should be seeing a page like this:
#:[[File:GroUP tool enable step3.png|center]]

==How to use the GroupCreator Provider==
# Give a name to the new group.
# Select the desired search parameters and then click search.
# Check that the student selections are correct.
# Can choose whether to create a new group with the selected users or add the selected users to an exisiting group.
# Click submit if everything looks good.
#:[[File:Groupbuilder_groupcreator_provider_steps.png|center|500px]]

[[Category:Connect]][[Category:How to]][[Category:Connect Instructor Resources]][[Category:Connect Groups]][[Category:LMS]]

File:Groupbuilder groupcreator provider steps.png

2012-08-29T18:15:11Z

JohnHsu: JohnHsu uploaded a new version of "File:Groupbuilder groupcreator provider steps.png"

== Summary ==

== Copyright status: ==

== Source: ==

Documentation:Connect/Use the GroupBuilder Tool

2012-08-29T18:02:00Z

JohnHsu: /* Enable the GroupBuilder Tool */ Don't upscale on small image

The GroupBuilder tool is a building block meant to create or export groups in Connect. Right now, it supports CSV import/export and a group creation wizard with the ability to filter on grade center columns. The GroupBuilder tool is currently undergoing alpha testing on bbcomm.

__TOC__

==Enable the GroupBuilder Tool==

#On your course page, go to the Course Management sidebar, click Customization, and click Tool Availability.
#:[[File:GroUP_tool_enable_step1.png|center]]
#On the Tool Availability page, scroll down and find the GroupBuilder tool, click the checkbox to enable it and then click Submit.
#:[[File:GroUP_tool_enable_step2.png|center]]
#The GroupBuilder tool should now be enabled. Go the Course Management sidebar again and click the GroupBuilder link. You should be seeing a page like this:
#:[[File:GroUP tool enable step3.png|center]]

==How to use the GroupCreator Provider==
# Give a name to the new group.
# Select the desired search parameters and then click search.
# Check that the student selections are correct
# Click submit if everything looks good.
#:[[File:Groupbuilder_groupcreator_provider_steps.png|center|500px]]

[[Category:Connect]][[Category:How to]][[Category:Connect Instructor Resources]][[Category:Connect Groups]][[Category:LMS]]

File:GroUP tool enable step3.png

2012-08-29T18:00:59Z

JohnHsu: JohnHsu uploaded a new version of "File:GroUP tool enable step3.png"

== Summary ==

== Copyright status: ==

== Source: ==

File:GroUP tool enable step2.png

2012-08-29T17:57:42Z

JohnHsu: JohnHsu uploaded a new version of "File:GroUP tool enable step2.png": smaller, no top bar

== Summary ==
Enable the GroUP building block.
== Copyright status: ==

== Source: ==

File:GroUP tool enable step1.png

2012-08-29T17:52:32Z

JohnHsu: JohnHsu uploaded a new version of "File:GroUP tool enable step1.png"

== Summary ==
Enable the GroUP building block in Connect.
== Copyright status: ==

== Source: ==

Documentation:Connect/Use the GroupBuilder Tool

2012-07-03T23:28:22Z

JohnHsu: add section on groupcreator provider

The GroupBuilder tool is a building block meant to create or export groups in Connect. Right now, it supports CSV import/export and a group creation wizard with the ability to filter on grade center columns. The GroupBuilder tool is currently undergoing alpha testing on bbcomm.

__TOC__

==Enable the GroupBuilder Tool==

1. On your course page, go to the Course Management sidebar, click Customization, and click Tool Availability.
[[File:GroUP_tool_enable_step1.png|center]]
2. On the Tool Availability page, scroll down and find the GroupBuilder tool, click the checkbox to enable it and then click Submit.
[[File:GroUP_tool_enable_step2.png|center]]
3. The GroupBuilder tool should now be enabled. Go the Course Management sidebar again and click the GroupBuilder link. You should be seeing a page like this:
[[File:GroUP tool enable step3.png|center|500px]]

==How to use the GroupCreator Provider==
# Give a name to the new group.
# Select the desired search parameters and then click search.
# Check that the student selections are correct
# Click submit if everything looks good.
[[File:Groupbuilder_groupcreator_provider_steps.png|center|500px]]

File:Groupbuilder groupcreator provider steps.png

2012-07-03T23:25:51Z

JohnHsu:

== Summary ==

== Copyright status: ==

== Source: ==

Documentation:Connect/Use the GroupBuilder Tool

2012-06-29T00:55:10Z

JohnHsu: missed a rename

File:GroUP tool enable step3.png

2012-06-29T00:50:32Z

JohnHsu: uploaded a new version of "File:GroUP tool enable step3.png"

== Summary ==

== Copyright status: ==

== Source: ==

File:GroUP tool enable step1.png

2012-06-29T00:50:11Z

JohnHsu: uploaded a new version of "File:GroUP tool enable step1.png"

== Summary ==
Enable the GroUP building block in Connect.
== Copyright status: ==

== Source: ==

File:GroUP tool enable step2.png

2012-06-29T00:49:24Z

JohnHsu: uploaded a new version of "File:GroUP tool enable step2.png"

== Summary ==
Enable the GroUP building block.
== Copyright status: ==

== Source: ==

File:GroUP tool enable step1.png

2012-06-29T00:49:09Z

JohnHsu: uploaded a new version of "File:GroUP tool enable step1.png"

== Summary ==
Enable the GroUP building block in Connect.
== Copyright status: ==

== Source: ==

Documentation:Connect/Use the GroupBuilder Tool

2012-06-29T00:43:38Z

JohnHsu: name change to GroupBuilder

Documentation:Connect/Use the GroUP Tool

2012-06-29T00:42:46Z

JohnHsu: moved Documentation:Connect/Use the GroUP Tool to Documentation:Connect/Use the GroupBuilder Tool

#REDIRECT [[Documentation:Connect/Use the GroupBuilder Tool]]

Documentation:Connect/Use the GroupBuilder Tool

2012-06-29T00:42:46Z

JohnHsu: moved Documentation:Connect/Use the GroUP Tool to Documentation:Connect/Use the GroupBuilder Tool

The GroUP tool is a building block meant to create or export groups in Connect. Right now, it supports CSV import/export and a group creation wizard with the ability to filter on grade center columns. The GroUP tool is currently undergoing alpha testing on bbcomm.

==Enable the GroUP Tool==

1. On your course page, go to the Course Management sidebar, click Customization, and click Tool Availability.
[[File:GroUP_tool_enable_step1.png|center]]
2. On the Tool Availability page, scroll down and find the GroUP tool, click the checkbox to enable it and then click Submit.
[[File:GroUP_tool_enable_step2.png|center]]
3. The GroUP tool should now be enabled. Go the Course Management sidebar again and click the GroUP link. You should be seeing a page like this:
[[File:GroUP tool enable step3.png|center|500px]]